PROGRAMS - ELEMENTARY
Lower Elementary
Our Montessori Elementary program is for children ages 6-12. During
their elementary years, the children move from hands-on learning
experiences to having the ability to learn from a variety of sources,
within the classroom, and in the community. Our Montessori trained
teachers provide a strong framework of learning through small and whole
groups lessons for the children. The children are then free to follow
up and extend those lessons in a variety of ways which meets their own
individual interests. The excitement they experience in their search
for knowledge reinforces their life-long love of learning and their
self-reliance.
Lower Elementary Curriculum Overview
Our Elementary class has a strong sense of community. There is a
variety of ages, abilities and interests, which allows children to
progress at their own pace. It also provides opportunities for the
children to learn from one another, and to teach one another. The
children make many of the decisions about things that affect them.
Having a voice in both routine and important decisions fosters a
feeling ownership among the children. They are truly an integral part
of their own learning, and the classroom community to which they
belong.
Montessori de Terra Linda provides a solid academic base for children,
through an individualized, interdisciplinary approach to education in a
nurturing, respectful environment. Elementary-aged children (ages 6 -
12) are entering a new stage of development, in which they evolve into
reasoning, questioning learners, ready to explore the larger social and
physical world. Dr. Montessori observed that children are engaged in
the act of "self-construction", the process in which they achieve their
fullest potential as human beings. Montessori elementary education is
designed to support the child in carrying out this important work.
Presentation of Materials
A special series of lessons, called the "Great Lessons", are presented
each year. These beautifully told stories give an overview of the
formation of the universe, and provide the child with an understanding
of the human's place in time and space. The Great Lessons provide the
foundation for study in Geography (How the world came to be and the
development of life on earth), Math (The development of mathematics,
Language (The development of language and writing), and History (The
story of humans). Children are given the broad story and proceed to
fill in the details during the course of their Montessori education
through subsequent "key" lessons. The intent of the Great Lessons is to
create in the children a sense of admiration and wonder. They will then
be compelled to discover more on their own.
Key information in individual curricular areas is presented in small
group or individual lessons. Once the teacher presents material, it can
be followed up in a variety of ways. At times, children will be asked
to practice the skill, or use it in context. Often the new information
sparks spontaneous independent investigation and study.
Individually Chosen Research
The Montessori Elementary Program anticipates curious students will
explore topics that capture their imagination. After preparing a list
of questions about their chosen topic, they explore the research
materials available to them in the classroom. From there, they may move
beyond the classroom to the public library, the internet, related field
trips and/or knowledgeable adults who can help them discover the
answers to their questions. In this way our students develop excellent
research skills while pursuing information on topics of real interest
to them.
Multi-Age Classrooms
Montessori de Terra Linda's elementary program is divided into two
multi-age classes: Lower Elementary for six to nine year olds, and
Upper Elementary for nine to twelve year olds. In these multi-age
classes, children work to their fullest potential at their own pace in
different curricular areas. These environments allow for a variety of
learning styles and abilities. Younger children are inspired,
stimulated and often coached by their older classmates. Older children
gain confidence, self-esteem, and reinforce their own learning when
they serve as role models to another child. Each child spends three
years as a member of each class, which fosters a strong sense of
community among the children and their teachers. The teacher becomes
aware of and addresses the student's individual learning style through
this long-term relationship.
Freedom and Responsibility
Montessori elementary children are guided in taking an important role
of their own education. They often have the freedom to choose work
partners and topics for study therefore becoming responsible for their
own activities. Working with others nurtures adaptability, negotiation,
compromise, problem solving, time management, and respect for others
and the environment. Children develop leadership skills through making
important decisions about projects, and make presentations as part of
their normal school routine.
Lifelong Love for Learning
Montessori children find deep personal satisfaction in learning through
their own efforts. They do not compete against one another for grades,
or expect external rewards for their work. Children have ownership of
their work and their environment, and develop self-direction, while
maintaining their innate drive to learn, developing a natural love for
learning that lasts a lifetime. Students trust themselves, and their
own judgments. More importantly, they can acknowledge mistakes and work
to correct them in an atmosphere of support and respect.
The Montessori Teacher
The elementary teachers serve as models, guides and advisors to their
students. They present carefully prepared lessons and observe their
students continually, while keeping detailed records of each child's
progress. Teachers meet regularly with each child to discuss the
child's current projects, and plans for future work.
Montessori teachers have a broad and thorough education of their own,
as they present from four to eight lessons each day on a variety of
subjects. Montessori elementary teacher training consists of a year of
graduate study and countless hours of additional work gathering or
creating materials.
Social Development and Community
The elementary years are at time when children are developing their
sense of justice and moral reasoning. As with the academic subjects,
they use their faculty of reasoning to understand and integrate the
ethical and moral workings of relationships and community.
Grace and courtesy are vital components of personal development.
Courtesy, grace and kindness to others are premises of classroom
behavior. Teachers offer conflict resolution and opportunities to share
concerns, as well as opportunities to acknowledge gratitude.
The community of the classroom offers daily opportunities to practice
reasoning through decision-making. Our elementary children are given
the freedom to make choices and decisions and must also take
responsibility for their ideas, judgments, actions and decisions.
This freedom is monitored by the observation of the teacher and in two tangible ways:
- The daily journal. The student records each activity including the
time started and finished. When reviewed, the child is able to assess
his or her work, and to assess if he or she was responsible with his or
her freedom.
- Regular individual meetings. Each week the teacher helps the
child review his or her work. The standards of the curriculum must be
met and if a child is unable to complete work assignments on his own
timetable, the teacher will actively assist the child's time
management.
Lower Elementary Program staff is: Maha Kali Khalsa & Sat Rattan Khalsa (assistant)
Upper Elementary
Our Montessori Elementary program is for children ages 6-12. During
their elementary years, the children move from hands-on learning
experiences to having the ability to learn from a variety of sources,
within the classroom, and in the community. Our Montessori trained
teachers provide a strong framework of learning through small and whole
groups lessons for the children. The children are then free to follow
up and extend those lessons in a variety of ways which meets their own
individual interests. The excitement they experience in their search
for knowledge reinforces their life-long love of learning and their
self-reliance.
Upper Elementary Curriculum Overview
Our Elementary class has a strong sense of community. There is a
variety of ages, abilities and interests, which allows children to
progress at their own pace. It also provides opportunities for the
children to learn from one another, and to teach one another. The
children make many of the decisions about things that affect them.
Having a voice in both routine and important decisions fosters a
feeling ownership among the children. They are truly an integral part
of their own learning, and the classroom community to which they
belong.
Montessori de Terra Linda provides a solid academic base for children,
through an individualized, interdisciplinary approach to education in a
nurturing, respectful environment. Elementary-aged children (ages 6 -
12) are entering a new stage of development, in which they evolve into
reasoning, questioning learners, ready to explore the larger social and
physical world. Dr. Montessori observed that children are engaged in
the act of "self-construction", the process in which they achieve their
fullest potential as human beings. Montessori elementary education is
designed to support the child in carrying out this important work.
Presentation of Materials
A special series of lessons, called the "Great Lessons", are presented
each year. These beautifully told stories give an overview of the
formation of the universe, and provide the child with an understanding
of the human's place in time and space. The Great Lessons provide the
foundation for study in Geography (How the world came to be and the
development of life on earth), Math (The development of mathematics,
Language (The development of language and writing), and History (The
story of humans). Children are given the broad story and proceed to
fill in the details during the course of their Montessori education
through subsequent "key" lessons. The intent of the Great Lessons is to
create in the children a sense of admiration and wonder. They will then
be compelled to discover more on their own.
Key information in individual curricular areas is presented in small
group or individual lessons. Once the teacher presents material, it can
be followed up in a variety of ways. At times, children will be asked
to practice the skill, or use it in context. Often the new information
sparks spontaneous independent investigation and study.
Individually Chosen Research
The Montessori Elementary Program anticipates curious students will
explore topics that capture their imagination. After preparing a list
of questions about their chosen topic, they explore the research
materials available to them in the classroom. From there, they may move
beyond the classroom to the public library, the internet, related field
trips and/or knowledgeable adults who can help them discover the
answers to their questions. In this way our students develop excellent
research skills while pursuing information on topics of real interest
to them.
Multi-Age Classrooms
Montessori de Terra Linda's elementary program is divided into two
multi-age classes: Lower Elementary for six to nine year olds, and
Upper Elementary for nine to twelve year olds. In these multi-age
classes, children work to their fullest potential at their own pace in
different curricular areas. These environments allow for a variety of
learning styles and abilities. Younger children are inspired,
stimulated and often coached by their older classmates. Older children
gain confidence, self-esteem, and reinforce their own learning when
they serve as role models to another child. Each child spends three
years as a member of each class, which fosters a strong sense of
community among the children and their teachers. The teacher becomes
aware of and addresses the student's individual learning style through
this long-term relationship.
Freedom and Responsibility
Montessori elementary children are guided in taking an important role
of their own education. They often have the freedom to choose work
partners and topics for study therefore becoming responsible for their
own activities. Working with others nurtures adaptability, negotiation,
compromise, problem solving, time management, and respect for others
and the environment. Children develop leadership skills through making
important decisions about projects, and make presentations as part of
their normal school routine.
Lifelong Love for Learning
Montessori children find deep personal satisfaction in learning through
their own efforts. They do not compete against one another for grades,
or expect external rewards for their work. Children have ownership of
their work and their environment, and develop self-direction, while
maintaining their innate drive to learn, developing a natural love for
learning that lasts a lifetime. Students trust themselves, and their
own judgments. More importantly, they can acknowledge mistakes and work
to correct them in an atmosphere of support and respect.
The Montessori Teacher
The elementary teachers serve as models, guides and advisors to their
students. They present carefully prepared lessons and observe their
students continually, while keeping detailed records of each child's
progress. Teachers meet regularly with each child to discuss the
child's current projects, and plans for future work.
Montessori teachers have a broad and thorough education of their own,
as they present from four to eight lessons each day on a variety of
subjects. Montessori elementary teacher training consists of a year of
graduate study and countless hours of additional work gathering or
creating materials.
Social Development and Community
The elementary years are at time when children are developing their
sense of justice and moral reasoning. As with the academic subjects,
they use their faculty of reasoning to understand and integrate the
ethical and moral workings of relationships and community.
Grace and courtesy are vital components of personal development.
Courtesy, grace and kindness to others are premises of classroom
behavior. Teachers offer conflict resolution and opportunities to share
concerns, as well as opportunities to acknowledge gratitude.
The community of the classroom offers daily opportunities to practice
reasoning through decision-making. Our elementary children are given
the freedom to make choices and decisions and must also take
responsibility for their ideas, judgments, actions and decisions.
This freedom is monitored by the observation of the teacher and in two tangible ways:
- The daily journal. The student records each activity including the
time started and finished. When reviewed, the child is able to assess
his or her work, and to assess if he or she was responsible with his or
her freedom.
- Regular individual meetings. Each week the teacher helps the
child review his or her work. The standards of the curriculum must be
met and if a child is unable to complete work assignments on his own
timetable, the teacher will actively assist the child's time
management.
Upper Elementary Program staff is: Eileen Killory
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