The Montessori Way
The Montessori Way
At Storyville Montessori, we are committed to teaching
the whole child – emotionally, socially, intellectually, physically and spiritually. All daily routines/programmes are set to give the child a sense of security and belonging. Each class has a daily programme that is child-centred and age-appropriate.
The Directress (teacher) through extensive observation and record-keeping, plans individual projects to enable each child to learn what he/she in order to develop age appropriately.
Teaching Method – “Teach by teaching, not by correcting”
There are no papers turned back with red marks and corrections. Instead the child’s effort and work is respected as it is. The
teacher, through extensive observation and record-keeping, plans individual projects to enable each child to learn what he
needs in order to improve.
Multi-age Grouping
Our children are grouped from 12 months to 3 years in the toddler environment and from 3 to 6 years in the pre-school environment. This is beneficial to the children as the younger children aspire to do the work of the older child and the older child develops a sense of responsibility when assisting the younger child. The Directress(teacher), through extensive observation and record-keeping, plans individual projects to enable each child to learn what he
needs in order to improve.
Work Centres
The environment is arranged according to subject area, and children are always free to move around the work centre instead of staying at a desk. There is no limit to how long a child can work with a piece of material. During the day all subjects
(mathematics, language, science, history, geography, art, music, etc) will be studied, at all levels.
The Prepared Environment
The classroom is set up in such a manner that it caters specifically for the child. Everything is accessible to the children and
they are given freedom within a controlled environment. The materials are all laid out in a logical sequence, giving the child a
sense of order. All the materials in the environment are auto educative and self correcting, allowing the child to discover his
own mistakes without having a teacher correct him, this improves the child’s’ awareness and builds self esteem and confidence.
Imaginative teaching materials are the heart of the process.
The Three-hour Work Cycle
Under the age of six, there is one 3-hour, uninterrupted, work cycle each day, not broken up by required group lessons. Adults
and children respect concentration and do not interrupt someone who is busy at a task. Groups form spontaneously or are
arranged ahead by special appointment. They almost never take precedence over self-selected work.
The Directress
The teachers in a Montessori classroom are known as Directresses. Instead of providing the children with answers the
Directresses ask the right questions, guiding the children into discovering the answers for themselves. Learning becomes its
own reward, and each success fuels the desire to discover even more.
Discipline
The aim of the Montessori Method is to instil in children their own sense of self discipline with guidance from the Directress.
As the Prepared Environment is a stimulating and enticing environment, boredom does not easily arise, which is often the main
reason for disciplinary problems. As Maria Montessori says, “When you have solved the problem of controlling the attention of
the child, you have solved the entire problem of education.” If a disciplinary problem should arise it is dealt with individually,
keeping the child’s self esteem in mind at all times.Directresses ask the right questions, guiding the children into discovering the answers for themselves. Learning becomes its
own reward, and each success fuels the desire to discover even more.
Character Education
Education of character is considered equally with academic education, children learning to take care of themselves, their
environment and each other with activities like cooking, cleaning, gardening, moving gracefully, speaking politely, being
considerate and helpful and doing social work in the community etc
Play Area and Garden
Our play-area is vital for our children to lean the value of socialising and build relationships with each other. It is an environment of discovery as well as taking a break from academics. Our area allows our children to explore the environment as well as partake in our garden which is part of our cultural learning outcomes.
