Why are the children in Montessori classrooms of mixed ages?
Maria Montessori encouraged us to be aware of the fact that children learn a lot from each other. By having a mixed age of children in a classroom, children have a much greater opportunity to find a working partner who matches their current interest and ability.
Many of the activites in our classrooms are designed for two or more workers.
Often the children who choose the activity are of different ages but their interests are similar.
The older children are also the models of expected behavior since two-thirds of the class returns each year.
Children learn by imitation of others and with so many excellent examples, they learn quickly from their peers.
The mixed age also allows the child to witness their own growth in a very concrete way. They easily can see during their second year that they are able to do much more than the children who have just joined their group. During the third year, they are so comfortable with their environment, the activities and their teachers that they function as ready resources fo rthe younger ones.
It is not unusual for observers to comment on the fact that the older children can frequently be seen helping a less experienced child carry a heavy map, set out an activity in sequence on their work mat or read an unfamiliar word. Having a mixed age group is a vital part of all Montessori classrooms.
Why are academic lessons given individually or in very small groups?
The answer to this question has a direct correlation to the one above. The range of ages in our classrooms runs from those who have just turned three-years-old to those who are six-years-old.
Language (phonics/reading) and math lessons must be individualized with such a broad ranges of experiences. Sometimes there are two or three children who may be ready for the same lesson to advance their knowledge base. If that is the case, the teacher would gather those children together and give the lesson; however, most academic lessons are given on a one-to-one basis.
An additional benefit to working this way is that is also affords the teacher and the child an opportunity to build a solid relationship. The atmosphere and tone of the classroom reflects a relationship of affection and respect the teachers and children have for each other. These relationships are carefully built during the three years the children have with us.
How does the admissions process work?
Parents are asked to call the school at (781) 275-3344 to make an appointment to observe a classroom in action.
You will be asked to come at 9:00 a.m. and to come without your child. Observers spend about 45 minutes in the classroom carefully observing all the action going on around them. When the observation is over you will have an opportunity to meet the director and talk about what you saw and ask questons. The director will complete the interview process by asking you questions relative to your interest and understanding of Montessori Education and about the needs of your family.
If our program seems to be a good match for your child, you will be given an application at that time.
Where do students attend school after leaving Bedford Montessori?
Children complete their kindergarten year with us. Then many of them leave us to go to First Grade in their local public school. Other children will go on to First Grade in area private schools or to Elementary Montessori Programs.
Over the years, children have gone on to Lexington Montessori School, Cambridge Montessori School, Oak Meadow Montessori School, and Nashoba Brooks (Concord).
The reports we get back on our graduates are always positive. They are well-prepared, respectful, curious leaders who are positive additions to their new programs.