Children's House

Evolution International School is committed to having the first fully accredited Montessori Children's House. Evolution is working with Montessori Foundation of Egypt - MFE (affiliated to AMI) to establish its full AMI Montessori Children’s House programme.

Currently, Evolution is an MFE subscribed school working towards AMI Global Accreditation. Please visit:

http://www.montessori-egypt.org/evolution-international-school

Introduction To Montessori

Extension of Home

Components necessary for a programme to be considered authentically Montessori include multi-age groupings that foster peer learning, uninterrupted blocks of work time, and guided choice of work activity. In addition, a full complement of specially designed Montessori learning materials are meticulously arranged and available for use in an aesthetically pleasing environment. The guide, child, and environment create a learning triangle. The classroom is prepared by the guide to encourage independence, freedom within limits, and a sense of order. The child, through individual choice, makes use of what the environment offers to develop himself, interacting with the guide when support and/or guidance is needed. Multi-age groupings are a hallmark of the Montessori Method, younger children learn from older children; older children reinforce their learning by teaching concepts they have already mastered. This arrangement also mirrors the real world, where individuals work and socialise with people of all ages and dispositions. Driven by Montessori ethos of school as an extension of home, all meals are provided by school to cater for family gathering for common meals for all children.

The Teacher as “Guide”

The Montessori teacher is called a ‘guide’. The guide, child, and environment are seen as a learning triangle, with each element inextricably linked, and a vital part of the whole. The guide thoughtfully prepares a classroom environment with materials and activities that entice her children to learn. She presents new lessons and challenges, but it is the child’s interaction with what the environment has to offer that enables learning to occur. Because the guide is not meant as the focus of attention, she can often be difficult to spot. Consequently, she will be found sitting on the floor or at a table, observing her children as they work, and making notations about their progress, or consulting with an individual or a small group.

Classroom Design

The design and flow of the Montessori classroom create a learning environment that accommodates choice. Classrooms are open and spacious, the customary rows of school desks are not found; children work at tables or on the floor, rolling out mats on which to work and define their work space. Walls papered with brightly coloured images of cartoons and academic posters are not applauded. Rather, posters from a local museum, or framed photographs are used. There are well-defined spaces for each part of the curriculum, such as languages, arts, maths, and practical life. Each of these areas features shelves or display tables with a variety of inviting materials from which children can choose. There are places to curl up with books where a child can read or be read to. Each classroom features low sinks, chairs, and tables; a reading corner; reachable shelves; and child-sized kitchen tools—elements that allow independence and help develop motor skills. Above all, each classroom is warm, well-organised, and inviting, with rugs and flowers to help children feel calm and at home.

Montessori Learning Materials

A hallmark of Montessori education is its hands-on approach to learning. Children work with specially designed materials, manipulating and investigating until they master the lesson inside. Montessori’s distinctive learning materials are displayed on open, easily accessible shelves. They are arranged in order of their sequence in the curriculum, from the simplest to the most complex. Each material teaches a single skill or concept at a time—for example, the various “dressing frames” help learning to button, zip, and tie, while the 3-dimensional grammar symbols help children to analyse sentence structure and style. Also, built into many of the materials is a mechanism “control of error” for providing the children with some ways of assessing their progress and correcting their mistakes, independent of the teacher. As children progress, the guide replaces some materials with others, ensuring that the level of challenge continues to meet their needs.

Multi-Age Groupings

It is common to see students of different ages working together. Older children enjoy mentoring their younger classmates—sometimes the best guide is someone who has recently mastered the skill at hand. Younger children look up to their older peers and get a preview of the captivating work to come.

A Caring Community

The Montessori classroom radiates harmony and respect. Members address each other respectfully and in modulated tones. There are no raised voices; no rude or hurtful behaviour. There is a busy hum of activity, yet also a profound respect for silence. Children show grace and courtesy, and an interest in the welfare of others. Children work together as stewards of their environment. They take turns caring for classroom pets and plants; do their part to maintain order, such as by returning materials to the shelves after use and help keep outdoor spaces groomed and litter-free. How to live in community, to learn independently, to think constructively and creatively: These are the lessons of the Montessori classroom that remain with its children as they make their way in the world.

Parent involvement in Children’s House

Evolution takes great pride in recognising how important and successful parent involvement is, and we encourage our parents to take an active role. Hence, parents will take rotation in caring of their child’s classroom by providing snacks, flowers and laundry cleaning. We, also, offer parents the opportunity to observe and volunteer.

Observations

The Montessori classroom is probably quite different from the classroom parents attended as children. We strongly encourage parents to come observe their child interacting and working with their peers, guides and materials in our unique learning environment. Guides will have an observation form to help parent notice the active learning happening in the dynamic classroom. During parent’s visit, we ask that our “ground limits” are followed in our child-centered environment:

1. Please use a soft, quiet voice when you enter the classroom.

2. A rug denotes a child’s work-space. Please walk around this work-space. If the children are in a group, please walk around the outside of the group.

3. Please sit quietly and let the children continue with their activities. If your child wants your attention, remind him/her that you have come to watch him/her work.

4. Children may become upset if they see you and not their own parent, if this happens, please keep your visit brief and respect the other children’s feelings. It is hard for some children to see other parents at school and not their own.

Volunteering

Parents have many opportunities to volunteer, both in and out of the classroom:

1. Listen to children read to you

2. Share your talents [share with a class a special skill, such as playing an instrument, gardening lessons, etc.]

3. Cut out, sew, or build class materials

4. Work on a committee

5. Help with a fundraiser

6. Assist teachers with classroom preparation

7. Tutor children who need additional help

8. Assist in organising school events

9. Accompany a class on a field trip

Parents will receive a volunteer invitation form to indicate how they would like to help make their child’s school the best school it can be.