Rockingham Montessori School

The Montessori Method

Dr Maria Montessori (1870-1952) was the first woman to be granted a medical degree from an Italian University. She first worked with disadvantaged children. She found that the methods she was employing contained educational principles more rational than those in use. She developed this method of education based on observation. On January 6, 1907 the first Children's House, Casa del Bambini, was opened for children from 3 to 6 years of age." The children worked together in a kind of paradise" (The Discovery of the Child". M Montessori.) The Montessori method attracted world-wide attention and acclaim because of its remarkable results with children of diverse cultures. Today children in Europe, North and South America, Asia, Africa and Australia enjoy Montessori education.

The Montessori approach to education is based on mutual respect and co-operation. Dr Montessori believed that learning starts at birth and children develop naturally. The first six years of life are very important as most learning occurs during this period. During this time children have a power of absorption and special sensitivities.

To fulfil these needs in a child the 'prepared environment' ( Montessori class) is designed to provide materials or activities that meet the needs of the child. Here teachers meet the social, emotional, intellectual, physical and cultural needs of a child through observation and facilitation.

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We provide didactic materials :

designed to offer a child the opportunity to work independently over an extended period of time at their own pace
that offer the opportunity for repetition
that often isolate one concept only and make learning easier
that are often self-correcting
that are linked with the world outside
that require independent thought and decision making

Today the school provides a wonderful Montessori environment for pre-primary and primary students from three to twelve years of age.

Montessori education - a preparation for life

Maria Montessori endeavored to develop a method of education that would assist in the overall development of humanity in its broadest sense.

Our task, as parents and educators, is to foster the potential within children to build themselves creatively by drawing on their own inner resources in such a way that they embody quality in the things they do and act with care and love for the people and things around them. Realisation of the potential of each child implies the education of the whole child in all their functions and faculties. Such education must provide for the child's physical mental and spiritual development as well as for the faculties of thinking, sense perception, and feeling, so that the child will be better prepared for life and to adjust to the changing conditions of his environment.

Maria Montessori's concept of true peace involved justice, love, community harmony, the pursuit of knowledge, and the co-operation of individuals and groups for the betterment of humanity. She saw this happening only with 'the substantial reforming of humanity', and in order to achieve this awesome task, she believed that society had to go back to the child. Education is the key to the attainment of peace.

Character and values

Children are value sponges. They soak up values from their whole environment, including adults, their peers, teachers, television, and from every aspect of the culture they live in. As parents and educators we must recognise the importance of the 'hidden curriculum' (or that which is taught unconsciously) in helping to shape our childrens' values. This can be assisted by upholding and exemplifying the best character values to our children and to look for these in the educational environment. Courtesy and politeness to others and a respect of the natural environment are fundamental aspects of our Montessori environment and play a strong part in forming character values for our children. We as adults need to express ourselves in ways that are worthy of the child's emulation.

Dignity and respect

The attitude of respect - for others, for self, and for the environment - is an attitude we all hope our children will absorb early in their lives. Upholding and reflecting the dignity of others is a responsibility we all share, and is evident in the way we speak to children, and to other adults. By treating others, particularly children, with respect, we directly increase their sense of self esteem, sense of self, and respect for other human beings.

School, home, community

There is a direct link between the family home and the school. Rockingham Montessori School views the home environment as part of the larger 'prepared environment' and for this reason, the links between the family home and the school are particularly strong. The teachers and the parent body commit both time and energy toward developing good working relationships, and each family spends up to three years with one director/ress. Ongoing communication, based on observation of the child both at school and by the parent at home, is invaluable for the most comprehensive insight into each child's needs.

Parenting

In society today, parenting is often undervalued and indeed there has been a tendency to regard being a parent as a 'job' worthy of very little status, praise or encouragement and as an activity which needs to be fitted in between other more meaningful pursuits. Maria Montessori believed in the vital role that parents play in their children's education for life. The Rockingham Montessori School shares the view of other Montessori communities world-wide that parents are a vital influence in their child's development. The role of parents is valued and nurtured through a collaborative process in which channels of communication between school and home are fostered. Within the culture of the Montessori school many opportunities exist for parents to discuss not only their children, but also aspects of their own parenting with opportunities to grow in their understanding of Montessori philosophy and education.

A community school

While each family is associated with one particular classroom, each classroom is part of the same school which is community based. The concept of community is important because it embodies and reflects a number of principles that are implicit within the modus operandi of the school. A few examples of this include: each member assuming a sense of responsibility for the operation and functioning of all classrooms; looking at the needs of all the children equally within the school; and members working together to achieve the community's goals.
The sense of community is strengthened by many activities undertaken within the school as each member works towards common goals.

An individualised curriculum

Teachers have benchmarks for particular stages of development for the children within their class, however these are not rigid and reflect each child's period of development and capabilities. Children self direct some of the work they undertake, and work in groups at other times. The childrens' time in the classroom is tailor-made for their needs.

Individuality of the directors

One of the strengths of Montessori education is the diversity it offers within a prepared environment. Each director/ress in the school has strengths that resonate within their particular classroom in both tangible and intangible ways. The class director/ress will know the requirements of a particular group of children at a particular time, and we must understand and acknowledge that each classroom will be different and will be an environment prepared specifically by a unique individual.

Administration and leadership

The administrative structure of a Montessori school reflects the sense of community and the emphasis on process rather than a specific product. There are School Council which governs the school is drawn from members of the parent body. The Principal is responsible for day to day running of the school. It is encouraged and appreciated when families are involved with the school at different times and in different forms. This draws on the underlying concept that there is an interconnectedness of all the aspects that create the Montessori school environment.

Communication

Every person within the RMS has the right to open, sincere communication with all members of the association. To operate a community based school effectively, clear channels of communication must be established and maintained. Children must also be given the opportunity to state their views. An environment must be nurtured, where every member feels comfortable to express an opinion, and is mindful to be considerate with the expression of one's views.

Synopsis

The Rockingham Montessori School has a set of values which it holds as fundamental to the operations of its school. We aim for the above philosophy and values to guide us in our thoughts and actions relating to raising our children.

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Montessori Education
Dignity and Respect
An Individualised Curriculum
Individuality of the directors
Administration and Leadership
Communication