1. How do I enroll my child in Montessori?
The Juneau School District Montessori Borealis program is an optional public school program available for enrollment through lottery. The Juneau Montessori School is a private school. For detailed enrollment information click on the "enrollment" link above.
2. What happens during work time?
The Juneau School District Montessori Borealis program is an optional public school program available for enrollment through lottery. The Juneau Montessori School is a private school. For detailed enrollment information click on the "enrollment" link above.
2. What happens during work time?
Preschool & Elementary
The Montessori preschool and elementary day begins each morning with a three hour uninterrupted time called "The Great Period". It is called "great" because it is synonymous with a large period of time, but also because it can be a wonderful time of exploration. Children move around the classroom freely and with purpose. Some spend a long time observing others, looking at work choices, or investigating the Montessori materials. Others choose a work they have been practicing and may be a current favorite. Older children consult with teachers as they plan their day of work. A child may move relatively quickly from one task to the next. Other activities are complex and can take several class periods to complete. The preschool (or "primary") and elementary teachers observe the class as a whole, watching as children practice lessons given previously and noting skill levels. Each teacher punctuates the Great Period by presenting new lessons to individuals or small groups.
Adolescence
Adolescents need to value themselves in the context of the social and natural worlds. Dr Montessori suggested that education for this age group must include intellectual and manual work. This is accomplished in a variety of ways in our program. Observation by adults is also key at the adolescent level. Each day and week follow proscribed schedules with indoor and outdoor work that more closely match the changing needs of this young adult. The adolescent works among groups of peers to problem solve large and small problems associated with the needs of their academic and social community. There is time for individual work in maths, sciences, humanities, language (English and Spanish), practical economies, creative expression (music and art), and other traditional subjects.
The Montessori preschool and elementary day begins each morning with a three hour uninterrupted time called "The Great Period". It is called "great" because it is synonymous with a large period of time, but also because it can be a wonderful time of exploration. Children move around the classroom freely and with purpose. Some spend a long time observing others, looking at work choices, or investigating the Montessori materials. Others choose a work they have been practicing and may be a current favorite. Older children consult with teachers as they plan their day of work. A child may move relatively quickly from one task to the next. Other activities are complex and can take several class periods to complete. The preschool (or "primary") and elementary teachers observe the class as a whole, watching as children practice lessons given previously and noting skill levels. Each teacher punctuates the Great Period by presenting new lessons to individuals or small groups.
Adolescence
Adolescents need to value themselves in the context of the social and natural worlds. Dr Montessori suggested that education for this age group must include intellectual and manual work. This is accomplished in a variety of ways in our program. Observation by adults is also key at the adolescent level. Each day and week follow proscribed schedules with indoor and outdoor work that more closely match the changing needs of this young adult. The adolescent works among groups of peers to problem solve large and small problems associated with the needs of their academic and social community. There is time for individual work in maths, sciences, humanities, language (English and Spanish), practical economies, creative expression (music and art), and other traditional subjects.
2. How does one teacher teach so many children individually?
The teacher introduces new lessons to each child as she observes the child is ready. Each child gets attention from the teacher each day. The Montessori environment is designed both to let children "discover" knowledge and to have it "taught" to them. At the elementary and adolescent levels the children work collaboratively and often more experienced children delightedly share and demonstrate work to their younger peers.Once a lesson is presented, a child can choose that activity and pursue it on his own. Over several work periods, children develop a repertoire of works they may choose at will or may be guided to by the teacher. The teacher watches how the child progresses, and eventually adds new levels extending the depth and breadth of the child's experiences. As a child masters one part of, say, the long multiplication sequence, the teacher begins to introduce new aspects. As well as the many individual lessons at the primary level, at the primary and elementary levels there are small and large group lessons each day, addressing classroom business, special lessons, sharing, and needs the children wish to address. In the adolescent program the role of the adult becomes one of mentor. There is direct instruction in small and large groups on a daily basis as well as time for conferring between teacher and student. There is close collaboration between the adolescent and many adults as the adolescent is given opportunity and responsibility to practice becoming a contributing member of human society.
3. Is Montessori "all work and no play"?
Yes and no. Work is considered pleasant and something in which humans of all ages want to engage. It is important to keep in mind that a child's "work" is very different from what an adult might call work. Adult work implies an obligation. Sometimes our work is interesting, sometimes it's unpleasant. Adult work is task-focused and goal-oriented. A child's "work" is by contrast process-oriented, and helps the child acquire skills and build character. A child's work can be joyful, spontaneous and energizing. Each level provides a range of activities, from casual, open-ended to challenging. There is of course, unstructured outdoor activity each day. Music, art, physical education, and other creative expressions are imbedded in work for older children. So, in Montessori we call the child's process "work" as a sign of respect for the seriousness of what each child or adolescent is trying to accomplish. "Work" is much more than being busy and entertained: it is the process of self-creation, the laying of the foundation for a keen intellect and a happy, productive life as a contributing member of civil society.
4. What about socialization?
The Montessori method is a holistic approach to child development, and recognizes both solitude and gregariousness as part of human nature. Individual work allows time for thinking things through, real problem solving and developing concentration. Learning social skills is a complex process. Children need opportunities to practice communicating, problem solving, and cooperating, and they need models for appropriate interaction. Older children and adults guide younger peers through social situations by example and leadership. Children often work together, cooperating and negotiating completion of tasks or creation of projects. Children chat with friends over, around, and about work. They share ideas, stories, and help each other when needed. Group activities are structured throughout the day at all levels through which social skills are specifically targeted and practiced.
5. How is self-esteem developed in a Montessori classroom?
Self-regard and self-respect in the Montessori classroom is two-fold. First, each child is accepted for who they are unconditionally, and is given love and respect. Secondly, each child is guided through successful learning and social experiences, which over time accumulate into a general feeling of self-worth and competence. Children learn to take risks, to ask for help, and to offer help to others in what becomes a beautifully cooperative community where each child has an important place and purpose.
6. What makes the Montessori materials so special and so important?
Most of what a child learns in a Montessori environment comes from interacting with specially designed materials. Children learn a great deal without being "taught", a process that encourages self-motivation and independence. The materials are precise. Materials are also aesthetically designed to attract children, and invite them to spend time with the activity.
7. How does Montessori address the development of the imagination?
"Imagination" stems from a Latin root and literally comes from them idea of making an image. One's mind only becomes richly developed when one is exposed, through all of the senses, to the Earth's amazing variety of real activities, real experiences, and real life materials. The Montessori experience is based in real life activities which provide the essential components for developing creative as well as critical thinking. Montessori materials and activities order the child’s sensory experience. "The environment must itself be beautiful, harmonious, and based on reality in order for the child to organize his perceptions of it. When he has developed realistic and ordered perceptions of the life about him, the child is capable of the selecting and emphasizing processes necessary for creative endeavors." (Paula Polk-Lillard, Montessori, A Modern Approach, p.45.)
Responses prepared by Chris Trostel, Montessori Borealis
8. Is Montessori good for children with learning disabilities? What about gifted children?
Montessori is designed to help each child reach his or her unique potential at their own unique pace. A classroom whose children have varying abilities is a community in which everyone learns from one another and everyone contributes. Moreover, multi-age grouping allows each child to find his or her own pace without feeling "ahead" or "behind" in relation to peers.
9. What ages does Montessori serve?
The private Juneau Montessori School serves children from approximately 15 months old through kindergarten. The public Montessori Borealis program serves 1st through 8th graders in the Juneau Public Schools. World-wide there are more Montessori programs for ages 3-6 than for any other age group, but Montessori is not limited to early childhood. Many infant/toddler programs (ages 2 months to 3 years) exist, as well as elementary (ages 6--12), adolescent (ages 12-15) and there are more and more Montessori high schools being developed around the world.
The private Juneau Montessori School serves children from approximately 15 months old through kindergarten. The public Montessori Borealis program serves 1st through 8th graders in the Juneau Public Schools. World-wide there are more Montessori programs for ages 3-6 than for any other age group, but Montessori is not limited to early childhood. Many infant/toddler programs (ages 2 months to 3 years) exist, as well as elementary (ages 6--12), adolescent (ages 12-15) and there are more and more Montessori high schools being developed around the world.
10. Are Montessori children successful later in life?
Research studies continue to demonstrate that Montessori children are well prepared for later life academically, socially, and emotionally. In addition to scoring well on standardized tests, Montessori children are ranked above average on such criteria as following directions, turning in work on time, listening attentively, using basic skills, showing responsibility, asking provocative questions, showing enthusiasm for learning, and adapting to new situations. The prestigious journal, Science published extensive research in 2006 and 2007 supporting these benefits of a Montessori education.
11. What special training do Montessori teachers have?
Montessori Borealis primary and elementary teachers are trained by the Association Montessori Internationale (AMI). This certification requires a bachelor's degree prior to admission. Training at the infancy (0-3 years old), primary (3-6 years old) and elementary (6-12 years old) levels differ but all entail a full academic year at the Master's degree level. Each training covers principles of child development, Montessori philosophy, and academic preparation in the Montessori infant, primary, or elementary curriculum. Montessori training centers can be found across North America and around the world. Our adolescent teachers are graduates of the North American Montessori Teachers' Association Orientation to Adolescent Studies (12-18 years old) which is held in cooperation with AMI.
Responses compiled by the North American Montessori Teachers' Association
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