Our School Environment

Montessori philosophy emphasizes respect for the child, and setting the child up to succeed. These are key values for our school, reflected in our policies and our actions. 

  • Speaking with Respect
    Terminology and tone are extremely important when conversing with a child. We speak in respectful phrases to each child and are spoken to in that manner in return. The whole school structure revolves around Montessori. All Guides, Assistants and staff model a Montessori spirit.
  • Prepared Environments
    Montessori method removes many of the obstacles in the environment that contribute to unsettled children. The children derive a sense of security and peacefulness from the order and structure of their environment, which in turn invites and engages the child. Children innately need to move, touch and gain experiences; by providing this in a prepared environment we are fulfilling their needs and so a calm expansion of life can take place.
  • Care of the Environment
    Respect and care for the materials and environment are concepts that are reviewed and modeled continuously. As the children are involved in the maintenance of their environment they move about the class in a calm, considerate fashion.
  • Clear Expectations
    Beginning with orientation and throughout the school year, the children are made aware of appropriate and considerate behaviour and why these are necessary for the enjoyment and harmony of the group. Through gentle reminders, work with problem solving peacefully and consistent modeling the children become sensitive to the needs of others and develop a respect for their learning environment.
  • Redirection and Observation
    Guides encourage the children to take responsibility for their own decisions and in finding resolutions to challenges, resulting in them learning to do so without too much adult intervention. If needed, Guide involvement and support is always available. In situations where Guide intervention is required, redirection is the method of choice. Suggestions and invitations are given to engage in other activities. A Guide may introduce a calming activity or a more challenging activity which will satisfy the child’s immediate need. The Guide will often involve herself in the activity with the child to continue to monitor and comfort the child. In situations where the child is being harmful to oneself, others or the materials, he is removed from the situation and given time to settle. If it is a group activity the child will be invited back once he is ready.