DRACHMAN MAGNET MONTESSORI EDUCATION
Principles of Montessori Education
Movement and cognition are closely related and enhance thinking and learning.
Students and teachers collaborate to design individual work guides, which facilitate the
children’s ability to choose appropriate learning materials. Allowing students to
collaborate and assist one another increases academic and social learning. This builds
community and promotes high expectations of scholastic achievement, maturity and
empathy. The children benefit from an aesthetically pleasing and organized learning
environment, and they proudly take an active role in maintaining it. Students who have
experienced a Montessori education become peaceful, responsible, caring citizens.
Simultaneous Tier 1 – Tier 3 Instruction/Intervention/Academic Acceleration
The beauty of the Montessori Method is that Montessori classroom allow for intervention
and academic acceleration to coexist in a single classroom. As a result, traditional
practices of sending children for pull out intervention, and pull our academic
acceleration, are unnecessary losses of learning times through the required transitions.
In Montessori, individualized academic plans in combination with multiage learning
environments allow for teachers to provide developmentally appropriate lessons for all
simultaneously. For example, in our 1st – 3rd Montessori Classrooms, lessons can be
observed that driven by the needs of children and not unnecessary barriers (i.e. a
Multiplication math lesson, happening in April, including children in grades 1st, 2nd, and
3rd graders in a small group). In this group, the 1st grader would be receiving content
instruction beyond her/his typical “first grade standards”, the 2nd grader would be
receiving content at or just beyond her/his typical “second grade standards,” and the 3rd
grader would be receiving instruction at a point lower than the typical “third grader
standards”. This would happen at once and seamlessly without judgment or competition
for the benefit of each child and ultimately, the world.
Real-World Learning Situations
The Montessori Method guides children to discovering the purpose of education in
relation to the real world. The concept of the “Cosmic Task” is the keystone to the
Montessori Philosophy, and it is at the heart of our vision statement. At Drachman
Montessori, all lessons are linked to “Great Lessons” in which children learn of the
origins of language and math and how humans have used both for survival. They also
learn that school is an experience that influences their futures, and their futures are
interrelated. The children learn that caring for themselves through physical, mental, and
emotional means betters their lives and the lives of others.
Hands-On Montessori Learning Materials
With the use of hands-on Montessori learning materials, abstract concepts become more
concrete. Children experience higher level learning at a younger age, moving toward
abstraction with fluidity.
Multiage Learning Configurations
Drachman Montessori’s multi-age classes result in student collaboration and peer
teaching. Children are challenged and motivated by witnessing higher-level
learning. Students hone their academic and leadership skills by teaching others.
Process Learning/Active Participation
Children are encouraged to work independently and allowed time to explore, make
decisions, and manage their time. Learning at Drachman Montessori is process
oriented. While working with materials, students are able to analyze each step and learn
from their mistakes. This environment requires active participation from every student,
giving observers an instant visual of student understanding.
High Academic Standards
The Montessori Curriculum develops a strong foundation and allows for extensions
beyond the state standards and district curriculum. In addition to lessons given,
students are encouraged to seek answers to the deeper questions they formulate.
Cultivating this independent study fosters the desire for knowledge and academic
advancement, which creates lifelong learners. Teachers now accelerate the workload of
students below standards as well