What is the purpose of Montessori school?
The main purpose of a Montessori school is to provide a carefully planned, stimulating
environment which will help the child develop an excellent foundation for creative learning.
The specific goals of the children who attend a Montessori school include:
"I just love to learn... you don't study because you have to, study because you want to"
- Wes Hilton
Willow Glen, Montessori Elementary graduate, Honors Student, Flathead High School
Developing a positive attitude toward school
Helping each child develop self confidence
Assisting each child in building a habit of concentration
Fostering an abiding curiosity
Developing habits of initiative and persistence
Build a strong love of learning
Parents of adolescents want to feel safe and secure in leaving their children in an environment
that provides for all of their academic, social and emotional needs. A Montessori environment
supports current concepts such as individualized learning, un-graded classes, combined age
groups, team teaching, and open classrooms. It also teaches children an "I can do it" attitude
that will ensure their future success in all aspects of their life. Below are some characteristics
and benefits of the Montessori Method. (extracted from Montessori Schools in Colorado, 1997 edition)
Within the environment there are self correction materials available. Children learn
through their own errors to make the correct decision versus having the teacher point it out
to them.
Individual learning takes place within the environment. Montessori recognizes that each
child learns at a different pace and allows that growth to take place. Children also have
different styles in which they will learn best. All intelligences and styles of learning
are nurtured; musical, bodily-kinesthetic, and traditional linguistic and logical-mathematical
(reading, writing, and Math). This particular model is backed up by Harvard psychologist
Howard Gardner's theory of multiple intelligences.
There is an emphasis on concrete learning rather than on abstract learning. Children need
to experience concepts in concrete"hands on" ways. The children work for the joy of working
and the sense of discovery. Children are natural leader or "sponges" and delight in learning
new tasks. Their interests lie in the work itself rather than in the end product.
The environment provides a natural sense of discipline. The "ground rules" or expectations
of the child are clearly stated and are enforced by the children and the teachers.
The teacher plays a very unobtrusive role in the classroom. The children are not motivated
by the teacher, but by the need of self development.
Individualized learning and readiness programs, manipulative learning, un-graded classes,
combined age groups, team teaching, and open classrooms are all concepts of a Montessori
education.
The Montessori phylosophy of education has been used accross the globe for more than 100 years.
Montessori emphasizes learning through all five senses, not just through listening, watching,
or reading. Children in Montessori classes learn at their own, individual pace and according
to their own choice of activities from hundreds of possibilities. Learning is an exciting
process of discovery, leading to concentration, motivation, self-discipline, and a love of
learning. Visit the Montessori Connections web site for more information.
The environment builds on the pre-primary experience, reflects a new stage of development,
and offers an integration of the arts, sciences, geography, history and language that evokes
the imagination and abstraction of the adolescent child. The presentation of knowledge as a
part of a large scale narrative which unfolds the origins of the earth, of life, of human
communities, of empires and of modern history, always in the context of the interrelatedness
of life. The presentation of the formal scientific language of zoology, botany, anthropology,
geography, geology, etc., exposes the child to accurate, organized information which reflects
the child's intelligence and interests.
Students of at FVMA will experience "going outs" as and ongoing use of the community resources
that extend beyond the four walls of the classroom.
Research studies show that Montessori children are well prepared for later life academically,
socially, and emotionally. In addition to scoring well on standardized tests, Montessori
children are ranked above average on such criteria as following directions, turning in work
on time, listening attentively, using basic skill, showing responsibility, asking provocative
questions, showing enthusiasm for learning, and adapting to new situations. (The Advanced
Montessori Method, Volume I, Maria Montessori).
Montessori children are unusually adaptable. They have learned to work independently and in
groups. Since they’ve been encouraged to make decisions at an early age, these children are
problem solvers who can make choices and manage their time well. They have also been encouraged
to exchange ideas and to discuss their work freely with others and good communication skills
ease the way in new settings. The habits and skills that a child develops in a Montessori
classroom are good for a lifetime. They will help him to work more efficiently, to observe
more carefully and to concentrate more effectively, no matter where he goes.
Research has shown that the best predictor of future success is a sense of self esteem.
Montessori programs, based on self directed, non competitive activities, help children develop
good self images and the confidence to face challenges and change with optimism. It is quite
an interesting collection of people throughout history who have gone to Montessori schools,
sent their children to Montessori schools, or supported this method of education in one way
or another. The short list includes: Julia Child, Gabriel Garcia Marquez, Helen Keller,
Alexander Graham Bell, Thomas Edison, Henry Ford, Mahatma Gandhi, Sigmund Freud, Buckminster
Fuller, Leo Tolstoy, Bertrand Russell, Jean Piaget, Erik Erikson, John Holt, Ann Frank, the
Dalai Lama, Jacqueline Kennedy, Prince William and Prince Harry of the English royal family,
Cher Bono, Yul Brynner, Bill and Hillary Clinton, and Yo Yo Ma.
Larry Page and Sergey Brin, founders of the popular Internet search engine Google.com, credited
their years as Montessori students as a major factor in behind their success. During an
interview with Barbara Walters she had asked if the fact that their parents were college
professors was a factor behind their success, they said no, that it was their going to
Montessori school where they learned to be self-directed and self-starters. They said that
Montessori allowed them to learn to think for themselves and gave them freedom to pursue
their own interests. (By permission of the Michael Olaf Montessori; company, www.michaelolaf.net).
Many parents of early adolescents begin to notice that as their children reach puberty, they
become more assertive, and more vulnerable. They feel awkward, confused how to act. They are
growing faster than at any time other than the first year of life. Dr. Elisabeth Coe, a
researcher that specializes in early adolescence, and a Montessori teacher, has been developing
a middle school model since 1983. Dr. Coe believes that what makes a Montessori approach unique
in educating the early adolescent is by reaching this student with a holistic approach.
Responding not only to the intellectual need but the physical, emotional and social needs of
the adolescent as well. Children at this age need extra emotional security
(http://www.edvid.com/bridge.asp).
In early childhood and elementary Montessori programs, the curriculum is built around hands-on
concrete materials that are carefully designed to help students learn at their own pace. Using
tools and raw materials, and other resources including computers, books and fellow students,
the Montessori Middle School remains a hands on environment, but one where the students create
their own materials. Maria Montessori called early adolescence the age of creativity
(Lilard, 1972). Given tools, resources and support, middle school age students thrive on
opportunities for self expression. The Montessori Middle School curriculum is based on a
thematic approach that integrates the subjects. Themes are broad based and are carefully
chosen to reflect issues important to early adolescents. Thematic teaching and the integration
of the curriculum gives students many opportunities to see the natural connections between the
subjects. During the elementary years students are learning how to take concrete knowledge to
more of an abstract way of thinking. Once these students reach middle school they will be ready
to apply this abstract knowledge to real life.
All Montessori schools are based on the belief that children have a natural desire to learn.
The Montessori Middle school nurtures this desire by providing each student with a structure
and routine that is dependable, that they learn to rely on and trust. Montessori believes in
creating individuals who are self-motivated. Through observation and research, this educational
model responds to the unique needs of the early adolescent creating a bridge to adulthood by
celebrating the whole child.
Montessori concepts are very apparent in the middle school level. FVMA presents Montessori
“works” within a prepared educational environment. Students are responsible for completing
these works and using self-assessment to verify mastery of the subject. Students are part of
a mixed age community that honors cooperative and imaginative solutions to various educational
and social issues. Educational advisors foster academic curiosity and independent learning and
also provide much one-on-one attention to ensure sequential mastery of skills and concepts.
Building self-confidence and providing a strong academic foundation for students prepares all
alumni of FVMA for high school and beyond.
The “real world” many of us experience as adults can be described as people working together
with other people of varying ages and backgrounds, in a productive and cooperative atmosphere.
When seen in this light, FVMA is indeed a very close reflection of the "real world." Students
learn to effectively communicate in cooperative groups using an interdisciplinary thematic
curriculum on a daily basis. This is in contrast to a more traditional education system where
classes are homogeneous in age groupings and isolated in curricular subject areas that are often
unable to make “real world” connections.
FVMA provides students with an electronic web-based education portfolio that includes all
progress reports, major projects, and other relevant information. Taking additional standardized
tests besides those required for admission (and perhaps some community college courses) can also
strengthen the application. Colleges are no longer just looking for “good grades.” They want well
rounded individuals who are willing to initiate and actively contribute to community volunteer
projects. Without the predictability gained from a traditional high school context
(known curriculum, grading scale, counselor and teachers, current students’ academic performance),
a test score becomes more important as an academic measure common to other applicants. Students at
FVMA are given special preparation for the typical college entrance exams. We also provide school
time that is dedicated to the art of giving back to the community.
Any child can participate in the sports programs offered by the Kalispell public school system
until 9th grade if the private school attended does not offer the same sport. The child must be
zoned for district #5. Each school district has its own policy regarding participation in school
sports programs. Please contact your local public school administrator for details. Public schools
will try to accommodate your child's participation in their sports program if there is room. They
are required to give preference to their students but often have room for kids from independent
schools or home-schooled children. Because
FVMA is still very small, we cannot yet offer larger sports teams. All students attending FVMA
will enjoy the benefits of being in an environment that encourages daily independent physical
activity as well as organized small group sports. If your child has a specific sport they are
passionate about, FVMA will help design a physical education plan that will help perfect the
skills they need for competition.
The co-founder and Head Educational Advisor, Stephanie Pernell, has a Masters degree in Education.
Her professional specialty is in the area of literacy and teacher education. She has experience
as an instructor at the elementary and middle school levels. She has also worked as an adjunct
faculty member for the Education department at the University of Nevada, Las Vegas. Outside of
FVMA, Stephanie helps improve the public education system and works for both the University of
Montana and Montana State University supervising pre-service teachers in the greater Flathead
Valley. Stephanie is passionate about education and believes in empowering students through
independent learning. Stephanie will be traveling to Houston, Texas this summer to start her
official Montessori middle school training.
Jeff Pernell, the Administrator and co-founder of FVMA also has a Masters degree in Education.
His area of expertise is in the field of educational technology. His experience as an instructor
in both high school and middle school classrooms cemented his belief in technology integration
throughout the entire curriculum. The students at FVMA will see Jeff, not only as the
administrator, but also as a teacher that uses technology to its fullest.
The monthly tuition at FVMA for the 08/09 school year is $542 per month for 10 months. The
discounted yearly tuition rate is $5150. There are special rates and opportunities for early
enrollment, Founding Family Members, and for previously enrolled Montessori students. Low
rate private education tuition loans are also available from local lending institutions.
An evaluation meeting is the best way to discover if FVMA is right for your family. These meetings
give you and your child a chance to ask questions and the staff a chance to discuss an educational
plan that will work best for your child. Currently enrolled students often attend these meetings
to help answer questions from an adolescent’s point-of-view.
Adjustment into Montessori classes depends upon the child, his prior educational experience,
innate flexibility, and attitudes toward learning and school. They frequently enter with
heightened enthusiasm for the "freedom" encountered. As they adjust to the more subtle structure
of the classroom and their own responsibility for their learning, they usually go through a period
of trying the limits. It is not unusual for students entering from more traditional education to
want to pursue activities that require the skills for which they have academic strengths. Once
the student learns that FVMA honors their strengths, they will often feel more comfortable taking
academic risks and challenging themselves in areas of weakness. The idea of touching, handling,
and talking as they work tends to, at first, be over stimulating for some, while intimidating for
others. It usually takes 6 weeks for students to integrate into the classroom. Once adjusted,
however, students who have experienced another form of education can positively engage their peers
in group collaboration, and excel in individual academic studies.
Experience and research both indicate that children attending Montessori schools tend to be
competent, self-disciplined, socially well adjusted, and happy.
Competence: Children in Montessori schools are often several years above grade level in academic
and social skills. Also, since the Montessori education is comprehensive, children are often
exceptionally knowledgeable in other areas not found in typical curriculums.
Self-discipline: Montessori schools are well known for children's development of self-discipline.
Children choose to work long and hard. They treat materials and others with respect. They display
patience, and resistance to temptation, and the ability to attend for long periods.
Social Adjustment: Montessori school children usually strike a visitor as friendly, empathetic,
and cooperative. The classroom is a cheerful social community where children happily help each
other. It is a common practice for children to offer help without prompting. Much of this behavior
is directly tied to learning social grace and courtesy as part of the Montessori curriculum.
Happiness: Most parents of children in a Montessori school comment on how much their children
love school. What child would not be happy in an environment where they feel safe, needed and
accepted as a contributing member of their society?
8:45 Arrive at school and get belongings organized
9:00 Student driven physical education (these kids push their peers!)
9:45 Community meeting
10:00 Prep for math
10:10 Math
11:30 Lunch
12:00 Person Reflection (independent reading, nap, journaling, or meditation)
12:30 Personal and Social World work (self reflection and social studies)
1:00 Independent work (ie. work needing to be finished like math, social studies, journal entries)
2:00 Special studies (ie. art, caligraphy, cooking, computer knowledge, science depending on the day)
3:00 Jobs (clean up) and closure meeting
3:30 Leave for home
During a certain period of the first half of the school year, the students concentrate their studies on the
Future City competition. The intense training in engineering, research, presentation, construction and
preparation takes the students fully through scientific process, giving them a solid background in the disceplines
necessary for the planning and running of a city. This mastery gives the students a definitive advantage over the
standards set by the public education system.
Thanks to our sister schools, Woodland Montessori School and Kalispell Montessori Center, carpooling
opportunities abound! A typical morning includes the various carpoolers dropping the kids off at
Kalispell Montessori Center where Jeff and/or Stephanie pick up the students who go to FVMA. After
school, parents either pick up their own kids or wait for them to be dropped off at Kalispell Montessori
Center where the carpool participants pick up the students to deliver them home.
"This was a concern for us as a family. The distance to the school seemed to be an obstacle for us since
we live in Whitefish, but the carpooling families have been there for us as we have for them. The educational
and emotional growth in our son is exceedingly well worth the time, cost, and effort!"
-Mark and Katie Morgan
Flathead Valley Montessori Academy - 330 North Somers Road, Kalispell, MT 59901 - 406-857-3303 -
