"The Child Comes First" The Montessori Schools of San Diego have a philosophy that isn't always talked about, but is still applicable, and still as strongly practiced in the classrooms now as it always has been:  "The Child Comes First."  Once in a while we all need to remember that phrase and rededicate ourselves to the philosophy.  This is what sets aside good Montessori teachers from other teachers.  They are able to bring to the classroom something fresh each day, something from which the children can see and feel and grow. They remember that each and every child needs and deserves respect.  That is why a Montessori teacher will speak to the child in his/her class with respect, and discipline is low-key.  At times the situation can be trying as well as tiring, yet each time the Montessori teacher digs a little deeper for the patience and understanding of that one child who needs extra attention.  This dedication of the Montessori teachers, especially of our teachers, is what makes the method applicable and so valuable.  We have an excellent reputation, and the administration will always strive to maintain it by employing only the best and most dedicated teachers.  The Montessori method includes education in Practical Life, Sensorial Exercises, Science, Mathematics and Language.  A brief description of these areas is included below.

We invite you to visit each page to find out more. 

The Montessori Method

The Montessori Method is based on years of patient observation of the nature of children and has proved itself of universal application.  Race, color, nationality or social rank make no difference to its successful application.  The method is based on the child's imperious need to learn by doing and has a profound respect for the child's personality.  It enables the teacher to deal with each child individually in each subject.   Each child works at his or her own pace, and the child has the freedom of movement in the classroom.  Children pursue their own self-paced curriculum, and learning takes place individually or in small groups.  The critical cognitive skills are developed before age six, and a multi-sensorial more flexible writing and reading program is available in the Montessori classroom.  The Montessori method develops the whole personality of the child, not merely his intellectual faculties, but also to become a self-directed, self-disciplined person.

The Montessori Method - Mathematics

The materials for mathematics introduce the concept of quantity and its symbols, the numbers 0 through 9.  The quantity is introduced by a series of rods which the child can count and compare.  The child matches sets of symbol cards with the rods.  Using a variety of beads and symbol cards, the child becomes familiar with the numbers as a decimal system, including concrete experiences with the operations of addition, subtraction, multiplication and division.  These exercises not only teach the child to calculate, but they provide a deep understanding of how numbers function. 

The Montessori Method - Practical Life

The child is attracted to activities that give him/her independence and control of his/her own life.  A most important need of the young child is to develop his muscles and coordinate his movement through such practical life exercises as sweeping, polishing, carrying water, pouring and washing a table.   Special Montessori materials enable him to tie, button, snap and use many other fastening devices.  The purpose of these exercises is to develop concentration, and to pay attention to detail as the child follows a regular sequence of actions and to learn good working habits.  These activities provide the very foundation on which the child approaches more intricate academic exercises.

Montessori Method - Sensorial Exercises

One aspect of the Montessori Method taught at all Montessori schools is the Sensorial exercises.  Sensorial Materials in the Montessori classroom are designed to sharpen the senses of the young child and enable the child to understand the many impressions he receives through them.  Each of the Sensorial Materials isolates one defining quality such as color, weight, shape, texture, size, sound or smell.  Sound boxes for example, are all the same size, shape, color and texture; they differ only in the sounds which are made when the child shakes them. The Montessori Sensorial Materials help the child to distinguish, to categorize, and to relate new information to what he already knows.  His intellect is trained to make order out of a multitude of experiences and to increase his perception of the world around him which is the learning process.

The Montessori Method - Language

The child learns oral language naturally. He automatically absorbs it from his environment.  The work of the teacher is to expose him to the equivalent forms of written language, which he learns through the same general pattern of development. The Montessori child begins reading when he is ready and proceeds at his own pace. His experiences in practical life and sensorial education serve as a preparation for this.  The sandpaper letters provide a phonetic basis for reading.  The child's desire and sensitivity to touch are utilized by these letters that are cut out of sandpaper and mounted for tracing.  With cut out letters, the child builds his own words on a mat.  The material frees him from the fatigue of his still developing writing skills, and yet gives him the opportunity to pursue his interest in words.   These activities serve as a preparation for the time when the child assimilates what he knows and explodes into writing.

A Montessori Day

Arrival:    When the children first arrive at school, they will put their lunch box away and hang up a sweater or jacket.  Some children will choose an activity from the shelf right away, and others will greet friends and observe for a while.  The teachers may invite certain children to work on specific activities, such as reading or number work.  At the beginning of a new term, half to two-thirds of the class are returning and so can go right to work.  New children are quickly shown some basic activities to integrate them into the classroom quickly.  More detailed evaluation and presentations follow soon.

The morning work period:  From arrival until about 10:30 a.m. usually one teacher will be working with a child, or small group, while the other teacher is circulating throughout the class helping when needed.  This is the “work time” in a Montessori classroom.  Most children are working independently with guidance and instruction from the teacher.  This is the period when the children work with Practical Life, Sensorial, Math, Art, Language and Science activities.  In addition, a reading area for the children is available.

Clean Up Time:  At clean up time (about 10:30 a.m.) the teacher will ring the bell and children put away their work,  They are ready for circle time.

Circle Time:  When it is circle time, the children will gather in a group for the day’s lesson.  During the first circle time, the children may discuss the calendar, phonetic sound of the week or lesson such as Geography, Nutrition, Community Helpers, Dinosaurs or some other monthly “unit.”  A second circle time during the day may be devoted to such things as music, dance and movement, or story reading.

Snack will be introduced during the morning work time.  Usually snack will be left on a table with signs letting children know how much to take.  They serve themselves at the table and then clean up the area when they are finished.

Lunch and Play:  From 11:00 a.m. to 12:30 p.m. the children have a half hour for lunch and an hour for outside play.  They will spend a half hour on each of the two playgrounds.

Afternoon:  By 12:30 p.m. the half-day children leave school.  After recess, the full day children come into the classroom to wash their hands and have a story time.  The children whose parents have indicated that they should nap will be shown a cot with their blanket and pillow as the other children have a “quiet” time with a story.  After the story, when the napping children have fallen asleep, the older children will again have an afternoon work period.  Those waking from their naps will later join the children who are working with the materials.

Clean Up and Dismissal:  Around 2:30 p.m. the teacher will ring the bell again and the children will clean up, come to the circle, say goodbye for the day, and be dismissed to the playground by 2:45 p.m. 

After School Care:  Children are supervised from 3:00 p.m. to 6:00 p.m. in after school care.  From 3:00-4:00 p.m. they are allowed to play outside on the playground.  At 4:00 p.m. the children line up, are brought inside and again come to circle time.  After they are allowed to wash hands and rejoin the circle, they will have an activity such as story time, games or singing.  At about 4:30 p.m. they are given the opportunity to choose among appropriate toys, puzzles, games, art activities, etc. which the after school teachers have set up for them.  During this time, optional classes are available, such as dance, art, Playball, woodworking, Spanish, etc.  Snack is available throughout this period.  Parents pick up children all during this period and leave at individual times.

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The Schools

The Montessori Schools of San Diego are comprised of three facilities in and around San Diego: 

	The Montessori School of San Diego was established in 1972 and currently enrolls approximately 100 children ages 3-10.  The school has three classrooms for children ages 3-5, one 5-7 age class, and a 7-9 age classroom.  In addition to the traditional Montessori materials and approach by certified Montessori teachers, we feature additional classes in Movement, Dance, Woodworking, Spanish, Art, Movement and Gymnastics.  The elementary children can also take advantage of computer instruction in our separate computer lab. Click "San Diego School Information" at left for more information.
Montessori School of San Diego 1323 West Spruce Street San Diego, CA  92103		Telephone: (619) 295-7591 Fax: (619) 295-3860 e-mail: ljsurf@sbcglobal.net

	The Montessori School of San Diego at Coronado was established in 1980 and served as the only Montessori School in Coronado until the Sandpiper Montessori School was added in September 1991.  This Victorian building houses one classroom with an average daily attendance of 20.  The two teachers promote a traditional Montessori classroom using all of the Montessori manipulatives for children ages 3 through 5. Coronado is a small "island" community located just minutes from downtown San Diego. Click "Coronado School Information" at left for more information.
Montessori School of San Diego at Coronado 919 C Avenue Coronado, CA  92118		Telephone: (619) 295-7591 Fax: (619) 295-3860 e-mail: ljsurf@sbcglobal.net