We believe that the collaboration of the prepared. The Montessori 3 year cycle allows deep relationships to form. We strive toward a model wherein all children work with deep concentration for an extended period of time. Strong relationships have profound affect on student experience and outcomes. Relationships between students, between student and teacher and between parents/family and teachers grow with time. Check out the leadership one older toddler demonstrated in his Toddler class:Īt the beginning of each cycle, students have the support of older students being new, being an experienced community member and being a classroom leader. These leadership skills are taught and experienced at every level of the school. Someday this 3 year old will have the opportunity to be a confident leader, with bigger responsibilities in the community. A kindergarten will help her lay out the rug and her work materials. A new three year old will be invited to eat with a four year old. Transitioning students soon learn there is a welcoming classroom community ready to support, mentor and guide them. Students just entering a program level are experiencing a new classroom, new teachers, bigger peers, more challenging lessons and new expectations. The three year cycle gives children the experience of holding various roles in the classroom community. At the end of the three year cycle, students will have covered a comprehensive curriculum, met a range of expected outcomes and matured significantly. Each child is supported and challenged at their own level and allowed flexibility on how quickly s/he masters a concept. For example, one kindergartener may be fluently reading while another is practicing letter and sound correlation. The Montessori three year cycle allows students the gift of time to develop and work at their own pace. Sometimes students achieve great leaps in maturity and knowledge while other times experience a setback. Within each developmental stage, each child may develop various needs, skills and interests at different times. Over time, children develop time management and self-regulation while experiencing calmer, productive work days.Īs we know, each student is unique. Students enjoy lessons, create their work plans, practice new skills, work alone, with peers or teachers. Here, students typically have uninterrupted 3 hour work periods each day to maximize work time, concentration and encourage states of “flow” when students become immersed in their activity. At Chiaravalle Montessori, there are no loud bells at the end of a 45 minute class period. As soon as students get into a lesson, the bell sounds, work is interrupted and it is time for everyone to transition to the next subject or class. #MONTESSOURI WORKTIME DRIVER#Time becomes a major driver of teaching techniques, affecting learning. Flow and Time to think: Today many traditional classroom teachers and students lament the rigid schedules that exist in most schools.
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