Lower Elementary
The best word to describe the lower elementary curriculum is “understanding.” All subjects—math, science, history, biology, art, music, language, Spanish, and geography—are taught to promote an understanding of the principles and processes rather than rote memorization. In addition, the children learn time management and to be responsible for their learning. Daily peace lessons teach cooperation, conflict resolution, and respect and understanding of other people.
Lower Elementary Profile
- Mixed age classrooms for children in grades 1–3
- Interdisciplinary curriculum stresses connections between different study areas
- Classroom environment meets both the social and academic needs of the child
- Social skills are taught and practiced
- Group learning encourages individual contributions, listening, and the ability to compromise
Lower Elementary Experience
A Lower Elementary teacher gives a small group lesson.
The classroom community
Visit one of our lower elementary classrooms and you’ll understand the social nature of children at this age. They want to be together. Montessori teachers understand this and know how to connect learning with the children’s natural desire to be social. The children are encouraged to work together and this motivates them to do the work. This ability to meet children where they are, developmentally, and use it in the classroom is the underlying strength in a Montessori environment. Here, because children have the freedom to walk in, greet their friends, and select work together, they not only make long academic strides, but they also learn about friendships and balance.
A new level of development
Between the ages of 6 and 12, children develop the ability to imagine and abstract. They have greater stamina and can focus for longer periods of time, and they are curious about everything. The elementary child is more inquisitive and ready to analyze. The classrooms are filled with works that pique the students’ curiosity. If our classrooms could speak, they might ask the students, “What do you want to know about today?” This gives the ownership, the responsibility of learning, to the child. Rather than things being told to them or done to them, they are actively involved in the process. Our teachers (called Directors in Montessori terms) observe students and guide them along, to help them be more capable on their own. Working within a three-year cycle, a child can learn at his or her own pace.
An older student gives a lesson to a classmate.
The measure
Students take ownership of their learning and learning at their own pace and for the Directors, this means making sure every child completely understands each lesson. In a system where a grade is the end product, the child who scores a 75 understands only 75 percent of the material. The class then, as a whole, moves on to the next thing. At MSR, we give students follow-up work. A teacher will go through it one-on-one until each child understands the material. So every child gets to 100 percent. There’s no child who doesn’t get to 100 percent. That’s the immediate tangible result, the one you’ll see at the end of the three-year cycle.
