The Transition Class

The transition class is specially designed for children who are between the ages of 2 and 2 1/2.  This classroom will introduce them to Montessori concepts such as:

• independence

• motor skills development

• appropriate social behavior

• alphabet sounds

• language enrichment

They will also be introduced to the unique environment of a Montessori classroom by learning to do the following:

• carry and sit in a chair

• rolling/unrolling a mat to work

• returning work to proper place and in proper condition

• walking carefully and with purpose

These activities will help prepare them to enter the primary classroom at age 2 1/2. 

Language

From birth to age 3, children learn language without effort.  At home, your child is constantly being exposed to the language in her environment by the objects that you name, the books you read, and the conversations that you have.  Without any extra effort, your child will learn to speak English.  In our transition environment, the children are immersed in Spanish for the majority of their morning.  This allows the children to learn the basics of a new language without the effort that they would have to put in at an older age.  Although your child may not move on to the primary classroom fluent in Spanish, he will have a deep exposure to the language that will remain with him for life. 

The Primary Class

The primary classes group children ages 2 1/2  - 6 under the direction of Montessori-certified head teachers and classroom assistants.  It is the teachers responsibility to  observe each child as an individual.  Lessons are then are focused around each child's individual needs and interests while exposing them to all areas of the curriculum.

As in a family, children learn from and assist one another.  Children are free to move about, talk, and work with materials .  All materials are designed to be manipulated, and the children are encouraged to repeat activities as long as interest remains.

Classroom Environment

Learning materials are within easy reach and invite exploration. A child may work alone or may ask others to share in a project.  Children are allowed to develop at individual rates and according to their interests.  Within this prepared environment a spirit of freedom and its accompanying responsibility flourishes.

Schedule

Because young children rely on a consistent routine in their life to function at their best, we offer only full-week programs.  Children ages 3-4 attend school for a half-day program (8:30 - 11:30 a.m.), and children age 5-6 remain for a full school day (8:30 a.m. - 2:30 p.m.).  For families needing additional care for their young children, we offer an Extended Care Program - Educare.

Just as it is important for children to arrive at school daily and on time, it is important for them to remain in the same class for three or four successive years.  Not only do the children develop a close relationship with their teacher, but the teacher has the ability to truly see a child through all of his "sensitive periods" and give specific lessons accordingly.  Children, as adults, go through periods of high and low productivity and interest.  If a child remains in the same class for three to four years, he will be sure to experience all the materials necessary for him to fully develop.

Primary Materials

The materials in the primary classroom can be divided into five basic areas:

• Practical Life materials develop coordination and independence and help children feel a part of their environment and culture.  These include activities such as polishing, washing, pouring, dressing skills, food preparation, and social skills.

• Sensorial materials are designed to help children develop perception of differences in qualities, such as length, weight, and sound.  These activities help children focus on the details of the world around them.

• Language materials help children increase their vocabulary, explore the sounds and syntax of the English language, and learn to read. 

• Math materials demonstrate the functioning of the decimal system as children learn to count and work with quantities.

• Cultural activities provide children with information about geography, history, music, art, and natural science.  The factual information that children amass in the primary class is the basis for the exploration of relationships in the elementary class.

A detailed curriculum list is available in the school office.

Skills

Some of the skills that even the youngest children start acquiring include:

• Understanding Order: Learning to put things away in the proper place, keep track of belongings, and to follow the intrinsic order of the materials.

• Taking Turns: Waiting to use favorite materials, have a seat at the snack table, or have the undivided attention of an adult.

• Doing Things For Oneself: Zipping, buttoning, etc. are skills that come out of the necessity of taking care of oneself. Seeing older children doing these things develops interest.

• Language Skills: Increasing new feelings and experiences eventually broaden the range of expression.

• Wanting to Work: A strong drive to learn new things is developed through seeing the accomplishments of other children.

Planning and Record Keeping

The teachers always plan their day, week, month, and even year.  Although many lessons are spontaneous, a plan is necessary to ensure that all children are receiving equal attention.  The teachers also keep detailed records on each student's progress academically, socially, and emotionally.  Parent-teacher conferences are scheduled twice a year to keep parents informed on their child's progress.  In addition, progress reports are given at the spring conference.  Teachers are also available for additional conferences throughout the year when necessary. 

Discipline in the Classroom

There are three basic rules in all Montessori classrooms:

• Respect yourself.  Take care of your body and personal belongings.

• Respect other people.  Do not hurt or abuse people or their work.

• Respect the environment.  Take care of the materials, our classroom, and our school.

What sets our school apart from others is the way we enforce these rules.  Each child knows exactly what is expected of him/her.  When behavior becomes inappropriate, choices are given and natural consequences follow.  Our approach to each child is positive, yet consistent and firm. 

As children begin to mature, their freedom and responsibilities increases accordingly.  They are able to choose what they want to do, when they want to do it, and how.

In the elementary years, students gradually develop the ability to think abstractly, become aware of their personal interests, and begin to develop their morals.  They take their first step toward making a conscious contribution to the world.

Curriculum

In the elementary class all academic areas are studied.  As in the Primary classes, students acquire the basic skills through concrete materials that move gradually to the abstract.  These skills allow them to gain access to the real substance of the curriculum, such as science, history, great literature, and fine arts.  Integrated lessons move from the general to the specific, allowing students to put the information perspective and to understand the interrelationships in our world.  Complex subjects, most interesting to this age child, can be made accessible when presented in a consistently organized manner, accompanied by corresponding vocabulary, and experienced with concrete materials.  Lessons are carefully interwoven to lead children into research and writing about subjects that have captured their imagination.

Exposure to high level of ideas not only lays the foundation for future study but also brings the child to a consideration of his/her own purpose in the world.  The child's relationships with teachers are friends are used as opportunities to teach how to treat others with courtesy, to analyze problems logically, and to resolve conflicts peacefully.

Care is given to assure that the child masters the basics and is well prepared for a traditional class setting.  A nationally standardized achievement test is administered each year to all elementary students.

A detailed curriculum list is available in our school office.

Middle School Program

Curriculum

The middle school program is designed to help students:

• develop intellect and personal identity

• express themselves effectively

• learn the ways of society and the natural world

• build community with peer and adults

• serve others

Whenever possible, the students are involved in the planning and implementation of their activities.  The size of our program ensures that each child receives individual attention and gives the class the mobility to take full advantage of the resources of the community.

The curriculum is structured around more traditional public and private middle schools and fully prepares the students for traditional high school.  The core subjects are math, science, social studies, and reading/language arts.  Computer, physical education, art, music, foreign language, and culinary skills are also addressed throughout each year.  Attention is given to developing organization and study skills.

Since we understand that learners of all ages retain best what they have experienced, concrete activities continue to be emphasized.  These experiences may be provided through class materials, a variety of physical activities, community service, or both short and long-distance field trips.

For a detailed curriculum list, please contact our school office.

The Extended Care Program - Educare

Lake Montessori's after school program, provides parents with a flexible, safe and fun atmosphere to leave their children during the before and after school hours. 

In our program the young children (3 and 4) have time to eat lunch, take naps, and participate in social skill-building play.  They may choose from a wide variety of toys and activities, such as listening to stories on tape, creating track designs for train play, board games, art activities, and much more.  The materials available to them are set up in a similar manner to the primary classrooms.  Although the environment is less structured than the classroom, the children are expected to follow the same basic rules:

• Respect yourself.  Take care of your body and personal belongings.

• Respect other people.  Do not hurt or abuse people or their work.

• Respect the environment.  Take care of the materials, our classroom, and our school.

As the older children are dismissed (2:30-3:00) from school, the program moves to the playground.  During this time children are provided with both planned activities and unstructured time for children to play, read, or just be together. Children are free to choose the activities that interest them.  Thanks to many generous donations from the friends and family of the Robinson family, a wide variety of playground equipment was added to our large playground during the 2005 summer break.  The school also added a regulation basketball court that  provides goals for older and younger students, a 4-square area, and a hopscotch area.

A nutritious snack is provided each day. Throughout the year, extra-curricular activities may be offered in conjunction with Educare - little kickers, tumblebus, piano lessons, daisy girl scouts, etc. Most of these programs are offered at an additional fee.

The Educare Program is available for children age 3 and older from 7:00-8:30 a.m. and from the 11:30 a.m. until 6:00 p.m., Monday through Friday. Young children staying for the afternoon must be able to stay dry through their naps.  For your convenience, we charge by the hour and require no daily or weekly commitment.  The cost is $3.25 an hour.