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Dear Parents,
Rooted in the teachings of Dr. Maria Montessori, the FHCS Public Montessori
School incorporates a variety of proven, compatible methodologies. Maria
Montessori is regarded as one of the most brilliant and original thinkers of the
nineteenth and twentieth centuries. An Italian educator and Doctor of Medicine,
she worked in the fields of psychiatry, hygiene, pedagogy, and anthropology. She
revolutionized modern educational thought by stressing freedom of expression,
self-education, and sensorial training.
The learning theories, materials, and strategies of the Montessori approach
emphasize the child's ability to select appropriate learning materials from
those provided by the teacher, and to move at his/her own pace. Teachers act as
preservers, guides, and facilitators planning learning activities that address
the children's individual needs, ability levels, and learning styles. The
Montessori curriculum flows in a smooth progression from the younger preschool
age group, to the elementary age child, and on through secondary education. The
curriculum and curriculum materials are adapted to developmental sensitive
periods that are known to exist for children.
Elements of Montessori
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The preparation of the learning environment.
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The role of the teachers as trained observers and guides.
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A sequential or parallel set of activities created around each so the child has
both choices in the way he acquires the skill and can self-direct himself
through a sequence of activities or into parallel extensions of the activity.
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A range of materials, which are developmentally appropriate and readily
available to the student at all times.
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Self-correcting and self-checking materials.
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Respect for self, others, and environment.
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A daily journal of student activities.
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Multi-age groupings of students.
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Each student's daily/weekly learning contract.
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A presentation of concepts from the global to the specific; the goal would be to
teach the child learning and research skills rather than limiting knowledge to
the acquisition of facts.
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Learning how to approach any new subject by breaking it down into two or three
component parts and then moving to greater levels of specificity.
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The placement of detailed knowledge that a child might acquire or want to pursue
into the whole.
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An assessment system, which focuses on a child's ability to demonstrate that
she/he has command of the knowledge at developmentally, appropriate levels of achievement, not necessarily age or grade level expectations or achievement.
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The teacher does not tell a student what to think, when to think
it, and how to think about it.
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Life skills will be used to develop positive lifelong habits including:
The concepts of life skills was
* integrity * Caring * common sense * curiosity * problem-solving * a sense of
humor
* friendship * initiative * perseverance * responsibility * effort *
organization * flexibility.
The Absence of Threat
In order for learning to take place, all students must feel both physically and
emotionally safe. Classroom guidelines therefore require treating others with
respect. Physical abuse and emotional abuse are unacceptable and a violation of
classroom protocol. The classroom must be a brain compatible learning
environment where students are able to work without pressure or fear.
Immerse students in "being-there" experiences
The most potent experience is one of actually being in the real-world
environment. The least potent is the use of an abstract, symbolic source. The
classroom environment should emphasize real-world experiences. It should not be
the intent of the school to teach the children about the world by removing them
from it. Teachers must give priority to first-hand sources including 'being
there' experiences where the student is physically gleaning information in the
real world environment. Immersion experiences should fully simulate the real
world environment, and include the use of many real world indicators for certain
aspects of instruction, curriculum, classroom management, administration, and
performance.
Regular attendance is construed as an indication of student attitude and
commitment to education. It also reflects the level of commitment on the part of
the family as a whole to the educational program at the school. Our program is
also designed to serve families who are willing to make an exceptional effort
toward the education of their children and who share the values and aspirations
for their children that are expressed in the mission statement, goals, and
student outcomes of this charter. Such families will be our partners in the
education of their children and we expect them to communicate and educate their
children at home in a way that reinforces our approach at school.
Michael Bashaw
Charter Author /Authorized State Agent
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