FAQs

Maria Montessori developed her unique and revolutionary educational philosophy during the early 20th century. Montessori believed education began at birth and that most learning comes from a child’s physical surroundings. The Montessori classroom is a direct reflection of that belief; it is filled with educational materials corresponding to natural development cycles. These materials, called “work”, focus on different areas of learning including practical life, sensorial (pre-math), language, math, social studies, and science. The purpose of this work is to awaken a child’s spontaneous interest in learning. In a Montessori classroom, children are free to choose and pursue activities that interest them, allowing them to learn at their own level and pace.

“Education is a natural process spontaneously carried out by the human individual, and is acquired not by listening to words but by experiences upon the environment.”

Maria Montessori

The Montessori philosophy recognizes the importance of creating a beautiful and orderly space for children to learn and explore. A bright, cheerful, neat, and clean classroom can have a positive impact on children's overall well-being and engagement in their learning.

The arrangement of child-level shelves filled with Montessori materials allows children to independently choose activities that align with their interests and abilities. The materials are carefully sequenced from simple to complex, which helps children progress gradually and build upon their skills and knowledge. This approach promotes independence and coordination as children navigate through increasingly challenging tasks.

One of the key aspects of the Montessori method is the emphasis on completing tasks from start to finish. By encouraging children to return their work to its proper place once they are done, they learn the importance of organization and responsibility. This practice also ensures that materials are readily available for other children to use.

Teachers play a crucial role in the Montessori classroom by observing the children as they work. They provide gentle guidance and support, as well as give lessons on specific materials when needed. This individualized attention helps children develop their skills and fosters a sense of confidence and accomplishment.

The quiet and focused atmosphere in the classroom, with children engaged in their activities, reflects the deep concentration and satisfaction that Montessori education aims to cultivate. This environment allows children to fully immerse themselves in their learning and explore their interests at their own pace.

Overall, the combination of a beautiful and orderly classroom, child-centered materials, and attentive teachers creates an ideal setting for children to thrive and develop a love for learning at SAMS.

Maria Montessori recognized the benefits of mixed-age classrooms, and SAMS follows this approach by placing all students together in one classroom. This arrangement allows for a rich and dynamic learning environment where children of different ages can interact and learn from one another.

In a mixed-age classroom, older children naturally become role models for the younger ones. They take on the responsibility of being good examples and leaders, which not only benefits the younger children but also enhances the older children's self-esteem, confidence, and leadership skills. The older students gain a sense of pride and accomplishment as they help their younger classmates learn and navigate through materials and activities.

The presence of older children in the classroom also has a positive impact on the younger children's motivation and engagement. They are inspired by the older children's choice of work and are motivated to choose more challenging tasks themselves. This peer influence encourages the younger children to stretch their abilities and reach new levels of learning.

Furthermore, the mixed-age classroom fosters a sense of community and cooperation. Children learn to collaborate, communicate, and problem-solve with peers of different ages. This experience helps them develop important social skills, empathy, and respect for others.

Overall, the mixed-age classroom at SAMS provides a unique and enriching learning environment where children can learn from and support one another. It promotes a sense of belonging, encourages independence, and nurtures the development of various skills and qualities that will benefit children throughout their lives.

The Montessori classroom indeed has a unique rhythm and flow, and teaching in this environment requires specialized training and experience. As a result, it is common for Montessori schools to not have parents volunteering directly in the classroom.

However, there are still plenty of opportunities for parents to contribute to the school community at SAMS. Volunteering on committees is a great way for parents to get involved and support the school. These committees may focus on various aspects such as fundraising, event planning, community outreach, or other areas where parent involvement is valuable.

Additionally, SAMS organizes events throughout the year that provide opportunities for parents to learn more about the Montessori philosophy and stay informed about the happenings at the school. These events can include parent education sessions where parents can engage with teachers, administrators, and other parents to deepen their understanding of Montessori education and its implementation at SAMS.

By participating in these volunteer opportunities and attending events, parents can actively contribute to the school community, support their child's education, and stay connected with the school's mission and values.

Overall, while parents may not volunteer directly in the classroom at SAMS, there are still numerous ways for them to be involved and engaged in the school community. These opportunities allow parents to contribute their time, skills, and perspectives, fostering a strong partnership between the school and families.

Montessori education is known for its emphasis on motor and sensory development, as well as the development of basic language and math skills. The specialized materials used in Montessori classrooms are designed to engage children's senses and promote hands-on learning experiences.

At SAMS, children are encouraged to think for themselves and solve problems using their creativity and imagination. This approach fosters critical thinking skills and helps children develop a sense of independence and self-confidence in their abilities.

In addition to academic skills, SAMS also places a strong emphasis on teaching children respect for themselves and others. Through the Montessori philosophy, children learn to value and appreciate the unique qualities and contributions of each individual. They also learn important social skills such as cooperation and consideration for others.

The independence and self-esteem that children develop at SAMS provide them with a solid foundation as they transition into more traditional learning environments. The skills and values they have acquired through Montessori education will continue to benefit them as they navigate through different educational settings.

Overall, SAMS provides a holistic approach to education that nurtures children's intellectual, social, and emotional development, preparing them for success in various learning environments.

Social graces play a crucial role in the Montessori educational philosophy and the SAMS program. By integrating social graces into the entire curriculum, children at SAMS have the opportunity to develop important social skills and values.

On the playground, children learn how to cooperate and negotiate through play, which helps them develop important social skills such as teamwork and problem-solving. In the classroom, children learn that they are part of a community and they practice cooperation by working on activities together. They also learn to share by waiting their turn for a specific activity, which helps them develop patience and consideration for others.

The fact that children of all ages are in one classroom together also provides a unique opportunity for them to learn respect and caring between older and younger students.

At SAMS, children are encouraged to care for each other by using direct verbal communication. This helps them develop empathy, effective communication skills, and a sense of responsibility towards others.

Overall, the integration of social graces into the curriculum at SAMS helps children develop important social and emotional skills that will benefit them throughout their lives.

What is your toileting policy?

In order to provide the Montessori curriculum, all children attending SAMS are required to be toilet trained prior to starting school. SAMS is not a daycare and the school is not equipped for diapering or toilet training services. When a teacher is busy changing a child’s soiled clothing, it takes away from learning time for all children and removes an adult from the direct supervision of and interaction with the rest of the class. Accidents also pose health risks to the entire SAMS community.

SAMS considers a child toilet trained when they…

• Are able to go to the bathroom for urinating or a bowel movement on their own. That includes but is not limited to removing clothing, sitting on the toilet, wiping themselves using the appropriate amount of toilet paper, putting clothing back on, flushing the toilet, and washing and drying their hands.
• Are fully aware of using the toilet without reminders from the adults
• Wears regular underwear not training pants, such as Pull-ups
• Are able to postpone going to the bathroom if waiting for someone else who is in the bathroom

Some toileting accidents may happen as a child transitions into school. By definition “accidents'' are unusual incidents that happen infrequently. Children will need an extra set of clothes at school for this reason. In these instances, the teachers will help children change their clothes, encouraging independence as much as possible. SAMS teachers will not wipe children’s bottoms. Parents will be informed in writing of accidents at school, and at that time it is the parent’s responsibility to address and work to correct this issue with their child. However, if there are still accidents after 4 weeks of transiting to school, this will no longer be considered an accident, it will be considered not toilet trained for SAMS, as defined below.

A child will not be considered toilet trained for our program if a child has four (4) accidents in a two (2) week period. If this happens a child will need to stay at home for at least five (5) days including weekends or longer until the child is fully toilet trained, which includes but is not limited to the above criteria. Parents are still accountable for payment of tuition per enrollment agreement policies that tuition is for the entire school year. If after this period there are still continuous accidents, the child may be dismissed from school because they are not toilet trained and they would benefit from another program.

Additionally, if a child is not using the bathroom at SAMS, having accidents without notifying a teacher, refusing to go the bathroom when asked, and/or is not aware they are soiled or wet the child is not eligible to use the optional Early Care, Lunch or the Afternoon Program until the team feels the child is ready.

This policy is intended to ensure the safety and happiness of the children and teachers at SAMS. If you have any questions regarding this policy, please reach out to discuss.

At SAMS, we strive for peace and respect amongst the children and teachers. This is achieved through the prepared environment, ground rules, expectations and role modeling.

Discipline at SAMS is based on Jane Nelson’s Positive Discipline approach as it closely aligns with the Montessori philosophy. Her approach shares a mutual respect for both child and adult and focuses on children becoming responsible, respectful and resourceful members of the community. The SAMS team models grace, courtesy, respect and problem solving skills throughout the daily activities in the classroom. Redirection and logical consequences are used when appropriate choices are not being made or there are behavioral problems.

When conflict between children happens they are encouraged to “check in” with the help of a teacher. The child is to recognize how their actions, words or choices impacted others and then to offer resolution to correct the situation. Each child may differ in their ability to make correct choices. Some may need rules or controls that another may not.

At times the team may have a child visit the office for a short time period in hopes a different environment might have a positive effect on the choices they make. During their time in the office with a team member, they will be given calming materials and/ or books. The office is the only space at school that is separate from the classroom and has supervision. Parents will be notified if this happens.

If a child’s behavior becomes extreme, repetitive or disruptive the team will schedule a meeting with the parents, to establish a plan, develop consequences and if needed to seek outside resources for the child.

SAMS Morning Primary Program, TK Program, and the optional programs are structured and intentional. They are based on the Montessori philosophy and there are ground rules, expectations and purpose built into each program; they are not daycare or play based. When starting the Morning Primary Program and the TK Program, it is best for children to stay no longer than 11:45 for the first few days and/or weeks. This allows them to become comfortable with the school, teachers, and routine. If you want to extend your child’s day, we ask that you check in with a teacher beforehand to ensure a smooth transition.

Optional Programs are defined as programs that are not part of the Morning Primary Program and TK Program tuition. These include Early Care, Lunch and the Afternoon Program.

Due to the nature of these programs some children may not be ready to extend their day to include the Optional Programs. If the team observes a child having any difficulties during the Morning Primary Program and TK Program  class time and/or the Optional Programs, they have the right to require that the child does not begin or continue attending the Optional Programs until ready or changes are made. These difficulties may include, but are not limited to: behavioral, toileting, following directions, listening, impulse control, being tired, or the need for one on one attention.

The decision for a child not to attend the Optional Programs is made by the team, not by any individual teacher and arrived at with the best interest of the child and the classroom in mind. If this decision is made, a parent or caregiver will be given suggestions on areas that are in need of improvement and that should be worked on at home and school. Along with this, a timeframe will be given to check in before a child is eligible to participate or return to the Optional Programs.

• 9:00 to 9:15 a.m. Student drop off: This is the designated time for parents to drop off their children at SAMS. Students have the chance to spend time outdoors, engaging in physical activities, playing, and enjoying the fresh air. Outdoor time is important for children's physical development and provides a change of environment from the classroom.

• 9:30 to 11:00 a.m. Classroom time: During this period, students engage in various activities and work with Montessori materials in the classroom. This is a focused learning time where children have the opportunity to explore and engage in independent or group work.

• 11:00 to 11:30 a.m. Outdoor time: Students have the chance to spend time outdoors, engaging in physical activities, playing, and enjoying the fresh air. Outdoor time is important for children's physical development and provides a change of environment from the classroom.

• 11:30 to 11:45 a.m. Circle time: This is a time for students to come together as a group for activities such as group discussions, storytelling, singing, or other interactive activities. Circle time promotes socialization, communication, and community building among the students.

• 11:45 a.m. Student pick up: This is the designated time for parents to pick up their children from SAMS.

It's important to note that the Morning Primary Program and TK Program at SAMS runs from 9:00 a.m. to 11:45 a.m. However, SAMS also offers optional Early Care, Lunch, and Afternoon programs at additional cost, which extend the school day from 8:00 a.m. to 4:00 p.m. The Pre-Kindergarten program at SAMS runs from 9:00 a.m. to 2:30 p.m.

This schedule provides a structured and balanced routine for the Morning Primary Program and TK Program, allowing children to engage in various activities, both indoors and outdoors, while also providing time for socialization and group activities.