Admissions

What is Montessori?

Dr. Maria Montessori believed that every child learns individually and should be encouraged to work at his or her own pace. The Montessori Method allows children to discover and learn from their own experiences and is based on principles including observation, order, construction and independence in the prepared environment. In a Montessori classroom, teachers observe children as they work, quietly offer guidance and prepare them for their next activity when it’s time to do so. The classroom is designed so that a child can access the Montessori materials easily, freely selecting and replacing them without the need of adult assistance.

What makes Montessori Education unique?

Children choose their own activities, based upon their natural curiosity, thus remaining interested and engaged in what they are learning and doing. A Montessori-certified teacher is always close by, observing and preparing to help with the next lesson or question. A Montessori classroom is also a very clean and tidy place. Children treat their materials with care and put them in their proper place once they have completed their work.

What is the goal of a Montessori education?

The goal is to prepare children for a lifetime of creative thinking and learning. With the Montessori Method, your child receives a broad academic education in the context of a carefully planned, stimulating community and environment. We are committed to helping children develop within themselves the foundation, habits, attitudes, skills and ideas that are essential for achieving this goal.

What will my child learn at a Montessori school?

AMS Accredited Montessori schools teach the same basic skills as traditional schools, and offer a rigorous academic program. Most of the subject areas are familiar—such as math, science, history, geography, and language—but they are presented through an integrated approach that brings separate strands of the curriculum together. While studying a map of Africa, for example, students may explore the art, history, and inventions of several African nations. This may lead them to examine ancient Egypt, including hieroglyphs and their place in the history of writing. The study of the pyramids, of course, is a natural bridge to geometry. This approach to curriculum shows the inter-relatedness of all things. It also allows students to become thoroughly immersed in a topic—and to give their curiosity full rein. Montessori students also learn about themselves and how they relate to the world around them through practical life and peace education.

What is the main difference between a traditional classroom and a Montessori classroom?

In Montessori classrooms, teachers address the needs of individual children who are learning through practice with hands-on materials. The teacher introduces a child to materials systematically, depending on developmental needs. The Montessori classroom is designed to promote self-discipline, independence and responsibility. Academically, children develop a foundation in language and math skills, physical and cultural geography, zoology, botany, physical science, history, music and art. They also learn practical life skills such as cooking, carpentry, sewing and cleaning. One of the most important aspects of a Montessori classroom is the teacher’s respect for the dignity of every child.

What happens when a child goes from a Montessori to a traditional school?

In a Montessori elementary classroom, the curriculum is comprehensive, covering the basics as well as more advanced skill levels. When children leave a Montessori program, we strive to help them leave with inner self-discipline; a positive attitude toward others, school and learning; self-esteem and the ability to concentrate on tasks. Often, but not always, they are ahead of their peers. The skills and attitudes developed while in a Montessori program lead to a lifetime of curiosity and learning – a benefit for children who move from Montessori to private, parochial or public schools.

What happens when a child goes from Montessori Middle School to "the real world?"

A well-known Montessorian once responded to this question by asking, “What kind of world do we want to live in?”  She said, “… maybe helping guide children to discover their authentic (essential, true, natural) selves would lead to more people on the planet developing a greater capacity for joy.  And maybe more conscious, happy people would set up a more functional, sustainable world” (Marta Donahue, “Where is Everybody?”).  In our Montessori middle school we prepare our students for the real world by teaching them practical life skills such as budgeting, talking to adults, and how to grow their own food.  These skills, in addition to the social skills, help students to become well adjusted adults who can positively contribute to society.

For additional “Myth-Busters” click HERE.

 

Montessori at a Glance:

  •    Self-directed, inquiry-based learning
  •    Individualized education
  •    Peace and character education
  •    Vertically-integrated curriculum designed with patented hands-on materials
  •    Education of the whole child; a focus on physical, cognitive, social, and emotional development
  •    Mixed age classrooms

 

Montessori Terminology

Dr. Maria Montessori introduced many new terms and concepts to describe how children grow and learn. Here are definitions of some widely used Montessori words and phrases. 

Absorbent mind – From birth through approximately age 6, the young child experiences a period of intense mental activity that allows her to “absorb” learning from her environment without conscious effort, naturally and spontaneously. 

Casa dei Bambini – In Italian, “Children’s House,” and the name of Dr. Montessori’s first school. 

Children’s House – In many Montessori schools, this is the classroom for children ages 2.5 (or 3) to 6 years; other schools call the classroom for this age group Casa, preschool, or primary school. Some schools use this term to refer to the entire school. 

Concrete to abstract – A logical, developmentally appropriate progression that allows the child to come to an abstract understanding of a concept by first encountering it in a concrete form, such as learning the mathematical concept of the decimal system by working with Golden Beads grouped into units, 10s, 100s, and 1,000s. 

Control of error – Montessori materials are designed so that the child receives instant feedback as he works, allowing him to recognize, correct, and learn from his mistakes without adult assistance. Putting control of the activity in the child’s hands strengthens his self-esteem and self-motivation as well as his learning. 

Cosmic education – Maria Montessori urged us to give elementary-level children a “vision of the universe” to help them discover how all parts of the cosmos are interconnected and interdependent. In Montessori schools, these children, ages 6 – 12, begin by learning about the universe, its galaxies, our galaxy, our solar system, and planet Earth—everything that came before their birth to make their life possible. As they develop respect for past events, they become aware of their own roles and responsibilities in the global society of today and tomorrow.

Didactic materials – Didactic meaning “designed or intended to teach,” these are the specially designed instructional materials—many invented by Maria Montessori—used in Montessori classrooms. 

Directress or guide – Historically, the designation for the lead teacher in a Montessori classroom; some schools still refer to the lead teacher as “guide.” In Montessori education, the role of the instructor is to direct or guide individual children to purposeful activity based upon the instructor’s observation of each child’s readiness. The child develops his own knowledge through hands-on learning with didactic materials he chooses. 

Erdkinder – German for “child of the earth,” this term describes a Montessori learning environment for adolescents ages 12 – 15 that connects them with nature and encourages them to form a society of their own; often designed as a working farm school. 

Grace and courtesy – Children are formally instructed in social skills they will use throughout their lives, for example, saying “please” and “thank you,” interrupting conversations politely, requesting rather than demanding assistance, and greeting guests warmly. 

Montessori – The term may refer to Dr. Maria Montessori, founder of the Montessori Method of education, or the method itself.

Nido – “Nest” in Italian, this is a Montessori environment for infants ages 2 – 14 months. 

Normalization – A natural or “normal” developmental process marked by a love of work or activity, concentration, self-discipline, and joy in accomplishment. Dr. Montessori observed that the normalization process is characteristic of human beings at any age. 

Normalizing event – Within the prepared environment of the Montessori classroom, children experience a normalizing event every time they complete a basic work cycle, which includes 1) choosing an activity; 2) completing the activity and returning the materials to the proper place; and 3) experiencing a sense of satisfaction. 

Planes of development – Four distinct periods of growth, development, and learning that build on each other as children and youth progress through them: ages 0 – 6 (the period of the “absorbent mind”); 6 – 12 (the period of reasoning and abstraction); 12 – 18 (when youth construct the “social self,” developing moral values and becoming emotionally independent); and 18 – 24 years (when young adults construct an understanding of the self and seek to know their place in the world). 

Practical life – The Montessori term that encompasses domestic work to maintain the home and classroom environment; self-care and personal hygiene; and grace and courtesy. Practical life skills are of great interest to young children and form the basis of later abstract learning. 

Practical life activities – Young children in Montessori classrooms learn to take care of themselves and their environment through activities such as hand washing, dusting, and mopping. These activities help toddlers and preschool-age children learn to work independently, develop concentration, and prepare for later work with reading and math; older children participate in more advanced activities. 

Prepared environment – The teacher prepares the environment of the Montessori classroom with carefully selected, aesthetically arranged materials that are presented sequentially to meet the developmental needs of the children using the space. Well-prepared Montessori environments contain appropriately sized furniture, a full complement of Montessori materials, and enough space to allow children to work in peace, alone or in small or large groups. 

Primary classroom – In some Montessori schools, this is a classroom for children ages 3 – 6 years; however, the American Montessori Society uses the term Early Childhood and defines the age range as 2.5 – 6 years.

Sensitive period – A critical time during human development when the child is biologically ready and receptive to acquiring a specific skill or ability—such as the use of language or a sense of order—and is therefore particularly sensitive to stimuli that promote the development of that skill. A Montessori teacher prepares the environment to meet the developmental needs of each sensitive period. 

Sensorial exercises – These activities develop and refine the 5 senses—seeing, hearing, touching, tasting, and smelling—and build a foundation for speech, writing, and math through the use of sensorial materials. The exercises also bring order to the barrage of sensorial impressions the child experiences from birth onward. 

The 3-period lesson – A 3-step technique for presenting information to the child. In the first—the introduction or naming period—the teacher demonstrates what “this is.” (The teacher might say “This is a mountain” while pointing to it on a 3-dimensional map.) In the second—the association or recognition period—the teacher asks the child to “show” what was just identified (“Show me the mountain”). Finally, in the recall period, the teacher asks the child to name the object or area. Moving from new information to passive recall to active identification reinforces the child’s learning and demonstrates her mastery.

Work – Purposeful activity. Maria Montessori observed that children learn through purposeful activities of their own choosing; Montessori schools call all of the children’s activities “work.” 

    

The MSBG Advantage

We are very proud of who we are and what we do for the children of our community. 

THE MONTESSORI SCHOOL OF BOWLING GREEN
Academic Excellence * Award Winning School Since 1980

  • 2014 and 2015 Community Partner Organization of Excellence by BGSU Office of Service Learning
  • 2013 Eco-School Award from the Science Alliance for Valuing the Environment
  • 2013 Grant Recipient for Land Lab 
  • 2012 Bowling Green Community Foundation Grant Recipient for the Nature Trail
  • 2011 Character Education Award
  • 2010 We the People National Endowment of Humanities Grant Recipient

MSBG was the first school in Ohio to be accredited by the American Montessori Society
Licensed under the Ohio Department of Education

Innovative Curriculum
  • Individualized instruction for students 18 months through middle school
  • Hands-on learning
  • Conflict prevention and resolution
  • Promotion of personal responsibility
  • Extra-curricular opportunities

Accomplished Faculty

  • Two expert Montessori teachers in every classroom
  • Art and Spanish teachers with extensive experience, both with children and in the field
  • Music and PE teachers with graduate degrees and college teaching experience
  • Targeted support for students with special needs
  • Parenting classes and coaching

Exceptional Facilities

  • Light-filled, modern building
  • Engaging instructional materials
  • 14 wooded acres
  • Newly-installed nature trail and Land Lab
  • Two playgrounds

Schedule your tour today!