- Views the child holistically, valuing cognitive, psychological, social, and spiritual development.
- Child is an active participant in learning, allowed to move about and respectfully explore the classroom environment; teacher is an instructional facilitator and guide.
- A carefully prepared learning environment and method encourages development of internal self-discipline and intrinsic motivation.
- Instruction, both individual and group, adapts to students’ learning styles and developmental levels.
- Three-year span of age grouping, three-year cycles allow teacher, students, and parents to develop supportive, collaborative and trusting relationships.
- Grace, courtesy, and conflict resolution are integral parts of daily Montessori peace curriculum.
- Values concentration and depth of experience; supplies uninterrupted time for focused work cycle to develop.
- Child’s learning pace is internally determined.
- Child allowed to spot own errors through feedback from the materials; errors are viewed as part of the learning process.
- Learning is reinforced internally through the child’s own repetition of an activity and internal feelings of success.
- Care of self and environment are emphasized as integral to the learning process.
- Child can work where he/she is comfortable and the child often has choices between working alone or with a group that is highly collaborative among older students.
- Multi-disciplinary, interwoven curriculum.
- Child learns to share leadership; egalitarian interaction is encouraged.
- Progress is reported through multiple formats: conferences, narrative reports, checklists and portfolio of student’s work.
- Children are encouraged to teach, collaborate, and help each other.
- Child is provided opportunities to choose own work from interests and abilities, concepts taught within context of interest.
- Goal is to foster a love of learning.