At the elementary level the work period enables the teacher to provide small group and individual instruction while other children are working. Large group lessons are given for cultural subjects. At the Primary level, teachers tend to give mostly individual or small group lessons. Optimally, the majority of each morning and afternoon is devoted to self-motivated work. During the work period, teachers observe the behaviors of the children and invite individuals and small groups to short lessons when they see opportunities to assist a child’s progress. It is tremendously important that the work period not be needlessly interrupted. Typically referring to a three hour period of time in which the children cycle through work, being very diligent, slowing down or taking a break, and then reenergizing to finish the work or choose something new. (Adapted from NAMATA Montessori Elementary Program) Studies are integrated not only in terms of subject matter but in terms of moral learning as well, resulting in appreciation and respect for life, moral empathy, and a fundamental belief in progress, the contribution of the individual, the universality of the human condition, and the meaning of true justice. Aided by impressionistic charts and timelines, the child's study of detail in reference to the Great Lessons leads to awe and respect for the totality of knowledge. The program is made up of connective narratives that provide an inspiring overview as the organizing, integrating "Great Lessons." Great Lessons span the history of the universe from the big bang theory of the origin of the solar system, earth, and life forms to the emergence of human cultures and the rise of civilization. On a factual basis, interdisciplinary studies combine geological, biological, and anthropological science in the study of natural history and world ecology. The child works within a philosophical system asking questions about the origins of the universe, the nature of life, people and their differences, and so on. They are intended to evoke the imagination, to aid abstraction, to generate a world view about the human task and purpose. The Montessori materials are a means to an end. "Going out" to make use of community resources beyond the four walls of the classroom. Montessori-trained adults who are "enlightened generalists" (teachers who are able to integrate the teaching of all subjects, not as isolated disciplines, but as part of a whole intellectual tradition). Presentation of knowledge as part of a large-scale narrative that unfolds the origins of the earth, life, human communities, and modern history, always in the context of the wholeness of life.Ī mathematics curriculum presented with concrete materials that simultaneously reveal arithmetic, geometric, and algebraic correlations.Įmphasis on open-ended research and in-depth study using primary and secondary sources (no textbooks or worksheets) as well as other materials. The use of timelines, pictures, charts, and other visual aids to provide a linguistic and visual overview of the first principles of each discipline. Presentation of the formal scientific language of zoology, botany, anthropology, geography, geology, etc., exposing the child to accurate, organized information and respecting the child's intelligence and interests. Integration of the arts, sciences, geography, history, and language that evokes the native imagination and abstraction of the elementary child. Our elementary program reflects the core principles identified by the North American Montessori Teachers Association (NAMTA).
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