Montessori School Fullerton, Orange County, CA 92833

A: It is our belief that between the ages of 9 through 11, the children need to be introduced to research and learning activities through books and small group lessons. The child at this age is not ready for individual self motivated learning/researching from internet sites. Having to navigate the web proves quite overwhelming for children at that age. However, we are aware that in the technological age we live in today, the child does need some exposure and introduction to this useful tool. Therefore, the use of the computer is included in our curriculum. This is done under strict supervision, and only after a subject has been covered through lessons in class.

A: We have two teachers; therefore we do not need any teaching assistance. However we will need assistance for individual group "going out" learning assignments, with transportation, either by car or train. At the upper elementary level, the children have trips to further extend knowledge in certain lessons being given in class.

Examples:

• Visit to the LA Times offices for sixth graders

• Science Camp for the sixth graders

• Visit to San Juan Capistrano for fourth graders

• Visit to a sailing ship for the whole classroom

• Small group visits for further research to the library

Q: I feel my child has the ability to work at a more advanced level than the grade book he/she has been given. How do you deal with this type of situation?

A: At the beginning of the year, the children are given an assessment test. However this is not the only tool used to assess them. We find, especially in the math area, some children find the first few chapters very basic, so these are also used as assessment. Though basic, these chapters also contain some very advanced algebra concepts. Once the child is able to grasp these concepts he/she is given more advanced work to expand knowledge of the new algebra concepts. As a general rule, we do not move the child on to the next grade level math, as this would be damaging to the child in the long run. Every chapter at every grade level contains some new algebra concepts which the child needs to grasp completely. To the adult eye, the arithmetic may appear basic, but please be advised the numbers are kept simple because the concept taught needs to be understood completely. It is our experience that children who rush through elementary math arrive at junior high and high school without the solid base knowledge for algebra and abstract thinking. Montessori philosophy is that math is not just about working with bigger numbers, but mainly about logical thinking, making connections, and absorbing all the math rules not by rote but with deep understanding. In our class we constantly observe how the child is assimilating ideas, and do present more challenging work for those who are able to completely grasp new ideas quickly. This is not necessarily from one grade level above, for reasons already explained above.

Our language arts program covers a vast number of skills, and therefore is given more time in the daily work plan. The ability of the child to read is not the only judge of how well the child is doing in this area. It is an all encompassing knowledge of language arts that is aimed for. Unfortunately, in the type of society we live in, the child is not exposed to good language, neither spoken or written, as much as they need to be. The elementary years are all we have to address this problem, and we make maximum use to do this through our language program.

A: The answer to this question is a very strong "YES." This is not an idle statement, neither is it an opinion. It is a fact based on several supporting details. One of the most important facts is that we track the progress of our Arborland alumni, and have received only very positive feedback. All our alumni who have graduated from local high schools have gone on to very prestigious universities around the United States.

The other important fact to remember is that the Arborland curriculum is kept abreast with the California Education Standards. The children do the same state tests as the local public school, starting with first grade.

All concepts presented to the children are done so with Montessori materials, at the primary and lower elementary levels. At the upper elementary level the children are gradually led away from the materials to more abstract work.

Finally, the children are taught in very small groups, thus getting very individualized attention. We teach the children in small groups, we make eye contact; we constantly observe and make adjustments as and when necessary. We do not lecture "at the children;" we talk to and connect the child to the work. If the child "does not get it," and it is not the child's problem, we believe it is the teacher's problem, and we do fix it.