Montessori Philosophy

Ridgeline Montessori's educational program is based on the philosophy and methods developed 100 years ago by Dr. Maria Montessori. The basic principles of these theories are as follows:

Every child begins life with an inner drive to explore and discover the world around her. This innate curiosity will lead to productive learning if given the proper environment, resources, and guidance.
Academic, social, and emotional development are interdependent; education must center on the development of the whole child.
Learning is most productive when it's self-directed and founded on individual interest.
In younger children, learning is most effective when it takes place through direct sensory experiences and interaction with objects in their natural context.
Cognitive development follows a predictable progression from the concrete to the abstract. There are specific moments when each child is most ready to develop and acquire certain skills. Educators must understand these levels and introduce material at appropriate times.
Information should be presented in a pattern of whole-to-part, and integrated through interdisciplinary study, so students can place it in context and understand how things are related.
Learning can be enhanced and applied, especially in later years, by going out into the community.

When these principles are pieced together, they form a foundation for motivated learning and high achievement, thus meeting our mission to produce graduates who reach their full academic potential and are self-reliant, productive citizens.

The Montessori advantage

Pedagogy and learning materials are the most compelling difference between Ridgeline Montessori and other schools. Although the basic academic content of the curriculum is the same, the following elements are key to a Montessori classroom:

distinctive Montessori materials,
the prepared environment,
teacher's role,
individual learning contracts,
long, uninterrupted work periods,
interdisciplinary approach,
multi-age classrooms,
and enhanced curriculum.

Montessori Materials

Carefully designed materials are at the heart of a Montessori classroom. Each material embodies a particular concept or skill and addresses many levels of understanding, beginning with the concrete and moving to the abstract. Many materials are self-correcting and provide students with feedback, thus reinforcing autonomy, confidence, and self-motivation. Used in the noncompetitive classroom, the materials allow each child to develop at his own rate. Extensive written materials and available computers support the Montessori emphasis on research using both primary and secondary sources of information. Concepts are introduced with a "key experience" lesson from the teacher. Learning is reinforced as students work with sequenced materials and record or expand upon their activities in written form.

The Prepared Environment

Dr. Montessori created what she called the "prepared environment," designed to encourage self-directed learning. The classroom is arranged in learning areas, with clusters of student-sized tables and open areas for floor work. Shelves of materials pertaining to a particular area of study surround each learning area. The materials are arranged systematically and in developmental sequence. Students are free to move about the classroom choosing resources and working individually or in small groups as they pursue their work plan.

Teachers and Their Roles

At Ridgeline Montessori, each classroom of 28 to 30 students has both a teacher and a trained assistant. Montessori teachers are rarely the center of attention in the classroom. Instead, the teacher is one source of information among many, and the focus during work times is on each student working at her own challenge level. The teachers prepare the environment, observe the children carefully to determine skill levels and readiness, offer appropriate activities, and facilitate the process of "learning how to learn." Montessori teachers also actively model appropriate, respectful behavior and positive conflict resolution. Class meetings are held weekly and decision making follows a consensus model.

Enhanced Curriculum

Using the services of a Montessori consulting firm, we have correlated the Montessori Scope and Sequence with the Oregon Curriculum Goals to ensure full coverage of both curricula. The Montessori elementary curriculum strongly emphasizes math and language, then uses these tools to study other subjects, including anthropology, astronomy, biology, chemistry, economics, geography, geology, government, history, philosophy, physics, political science, and sociology. Art, music, and Spanish are part of the integrated Montessori prepared environment and are taught in some classrooms in their own right. Certain classrooms include instruction of other languages, such as Japanese, Latin, and Mandarin. Physical education is provided twice weekly. Technology is a tool that supports all other curriculum areas.

Long, Uninterrupted Work Periods

Whole-class instruction time is minimal; the school day is structured to allow students to spend long blocks of time on work that they choose within the framework of their contract. This schedule enables students to explore a topic or material thoroughly and to carry it through to completion.

Interdisciplinary Approach

Subjects are not taught in isolation; they are related thematically to each other. Students are taught to use reading, writing, and math as tools for the pursuit of knowledge and skills. This approach motivates students to master the basic skills and use them in understanding material in the content areas.

Multi-age Classrooms

Students are grouped in multi-age clusters spanning two to three years in the elementary program. Multi-age classrooms serve to maximize curriculum options available to students, encourage cooperation and minimize competition, provide opportunities for indirect learning for younger students, foster self-confidence in students who serve as role models, and provide for long-term teacher–student relationships.

Individual Learning Contracts

Elementary students work according to individual learning contracts (ILCs), which they develop with their teachers and update periodically to reflect progress and standardized test results. These contracts set forth how the student will complete the curriculum requirements. Students and teachers track work weekly to make sure they are fulfilling their ILCs. Individual students progress at their own rate and level of learning.

Montessori links

American Montessori Society

AMS on Public Montessori Schools

International Montessori

North American Montessori Teachers' Association

Oregon Montessori Association

Public School Montessorian

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