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Fun to Learn Montessori School

   
1840 Argentia Road, Mississauga, Ontario, L5N 1P9
2438 Glengarry Rd, Mississauga, Ontario, L5C 1Y2
ADD TO SHORTLIST   Website
Approach :
Montessori
Grades (Gender):
Nursery/Toddler (12 months) to SK (Coed)
Tuition:
$5,400 to $11,000 /year
Main Language:
English
Avg. Class Size:
15 to 24
Enrolment:
Day: Varies (Gr. NS - SK)

School Address
1840 Argentia Road, Mississauga, Ontario, L5N 1P9
2438 Glengarry Rd, Mississauga, Ontario, L5C 1Y2

About this school:

highlights

Fun to Learn Montessori School is dedicated to providing a nurturing and caring environment based on the Montessori philosophy. Our excellent curriculum, along with the loving personal care offered by our qualified committed teachers, fosters belonging, well-being, engagement and expression. We pride ourselves in offering an engaging, independent, respectful, safe and clean environment to the children, where every child is welcome. "We do not prepare the child for school but for life." Dr. Maria Montessori — Visit school website




Reviews:

highlights

The Our Kids review of Fun to Learn Montessori School

our take FLM was founded in 2004 by Shahla Ambreen, intending to offer a program that retains a very high fidelity to the method as outlined and developed by Maria Montessori. That remains a key draw for the families that enroll here, as it should. Often when we think of the Montessori method we think of certain practices or manipulatives, though the core of the approach is the provision of a supportive, caring, social environment in which to learn, one that builds from the student’s curiosities and interests. True to form, that’s the basis for the program that FLM continues to provide. The school recently created a second location, allowing for some of the benefits of size—including staffing and resources—while maintaining a very close, community feel within each location.





Academics


Montessori Approach

CLASSROOM PRACTICES
SCHOOL POLICIES: This information is not currently available.

Whole-class lectures
  • Orthodox

    Whole-class lectures should never be given. Students learn best through small group lessons, interaction, and independent work.

  • Moderately orthodox

    Whole-class lectures should only be given occasionally (e.g., at the beginning of a term or unit). Students usually learn best through small group lessons, interaction, and independent work.

  • Moderately non-orthodox

    Whole-class lectures should be given semi-regularly (e.g., at the beginning of a lesson or a week). While students often learn best through group and independent work, it's sometimes important for teachers to set the stage for and contextualize learning.

  • Non-orthodox

    Whole-class lectures should be given often (e.g., every day). While group and independent learning is important, teachers need to provide lectures on a regular basis to provide the foundation for learning.



Special education
  • Orthodox

    External special education support isn't necessary. Core teachers can deal with all special education needs, by offering the relevant support for each student.

  • Moderately orthodox

    External special education support is only rarely necessary. For instance, a psychologist might be brought in to help out a student with a severe developmental disorder.

  • Moderately non-orthodox

    External special education support is quite important. Outside specialists are needed for a fairly wide range of special needs, such as developmental and learning disabilities.

  • Non-orthodox

    External special education support is very important. Outside specialists are regularly brought in to support students with many different types of special needs, including developmental and learning disabilities, language and speech issues, behavioural issues, and advanced learning abilities.



Specialist classes
  • Orthodox

    We don't have any specialist teachers or classes. Core teachers are well-equipped to teach all subjects.

  • Moderately orthodox

    We only use specialist teachers and classes in rare cases (for instance, to teach a second language). Core teachers are well-equipped to teach almost all subjects.

  • Moderately non-orthodox

    We have a fairly wide range of specialist teachers and classes (for instance, in languages, music, and art). Core teachers are well-equipped to teach most subjects.

  • Non-orthodox

    We have many specialist teachers and classes (for instance, in languages, music, art, gym, science, and math). It's important that students receive specialized instruction in many subjects.



Modern-day technology
  • Orthodox

    Modern-day technology is never used in the classroom. This can interfere with students' social and emotional development and can be a distraction.

  • Moderately orthodox

    Modern-day technology is very rarely used in class, since it can be a distraction and interfere with development. Students at the upper levels, though, might be permitted to use a computer or a tablet to do research for a specific project.

  • Moderately non-orthodox

    Modern-day technology is used in moderation since it can be a distraction. For instance, computers and other digital media might be used for research, writing, and multimedia projects.

  • Non-orthodox

    Modern technology is used fairly regularly. For instance, computers and other digital media might be used for research, writing, multimedia projects, and to learn keyboarding skills. Teachers may sometimes also use digital media, such as interactive whiteboards, to teach lessons or introduce topics.



Overall approach : Whick option best describes your overall curricular approach?
  • Orthodox
    38% of schools

    Schools that adhere strictly to the original Montessori program. They follow Montessori principles to the letter.

  • Moderately Orthodox
    34% of schools

    Schools that adhere to the original Montessori program and principles. On occasion, though, they supplement it with modern curricular approaches or materials.

  • Moderately Non-Orthodox
    12% of schools

    Schools that are faithful to the original Montessori program and principles, but sometimes supplement it with modern curricular approaches or materials.

  • Non-orthodox
    16% of schools

    Schools that are faithful to the original Montessori program and principles, but often supplement it with modern curricular approaches or materials.


Teaching Assistants:

Preschool/K Curriculum Montessori

  • Play-based
  • Montessori
  • Waldorf
  • Reggio Emilia
  • Academic

Montessori programs aimed at preschool and Kindergarten- aged children allow young learners to choose which “tasks” or activities interest them. These tasks centre around special Montessori puzzles -- the essential features of these puzzles being they contain a “right answer” and allow for self-correction. A strong emphasis is therefore placed on learning being concrete and rooted in practical experience, along with children developing a sense of self-sufficiency and confidence. Specially trained teachers act as guides, introducing children to progressively more difficult materials when appropriate. A Montessori classroom is typically very calm and orderly, with children working alone or, sometimes, in small groups.

If you want to learn more about Montessori education, check out our comprehensive guide. You can also check out our guide to Montessori preschools, elementary schools, middle schools, and high schools.

If you want to learn more about preschool education, check out our comprehensive guide. You can also read our in-depth answers to important preschool questions: What is preschool? What are the main preschool programs? What are the main pros and cons of preschool? What do children learn in preschool? How much does preschool cost?  What makes for a great preschool?

What Fun To Learn says: Our three years of the Casa program follows the mixed age grouping as per Montessori method. Children of ages 3-6 are in the same classroom but every child is working at their own pace with the activities from basic to advanced level. In the third year it all comes together. In the end, they are ready to move on to a bigger and more complex environment taking with them capabilities and understanding that is the basis of real self-esteem, confidence and eagerness to discover a bigger world!


Curriculum Pace Student-paced

  • Standard-enriched
  • Accelerated
  • Student-paced

The main curriculum pace is non-standardized and is HIGHLY responsive to the pacing of individual students, (via differentiated instruction, differentiated assessment, etc). In theory, some students outpace the default/normalized curriculum, while others spend periods "behind schedule" if they need the extra time.

Flexible pacing:

Flexible pacing style = offered
Subject-streaming (tracking)
Multi-age classrooms as standard
Ability-grouping (in-class) as common
Frequent use of cyber-learning (at-their-own-pace)
Regular guided independent study opportunities
Differentiated assessment

What Fun To Learn says about flexible pacing: This information is not currently available.


Academic Culture Supportive

  • Rigorous
  • Supportive

A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.

What Fun To Learn says: This information is not currently available.


Developmental Priorities Balanced, Intellectual

Primary Developmental Priority: Balanced
Equal attention is paid to a balance of priorities: intellectual, emotional, social, and physical.

Secondary Developmental Priority: Intellectual
Academically strong, creative, and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions.

What Fun To Learn says: This information is not currently available.


Special Needs Support Limited

Limited

Fun To Learn offers limited support for students with learning difficulties or special needs.

  • Academic Support:
    Support Type = offered
    Learning strategy and study counselling; habit formation
    Extra support and minor accommodations for children experiencing subclinical difficulties

Gifted Learner Support No Support

Fun To Learn does not offer any specialized programming for gifted learners.

Gifted education: If you want to learn more about gifted education, check out our comprehensive guide. It’s the first of its kind: it covers different kinds of gifted schools and programs, and a whole host of issues parents face in finding the right option for their gifted child.

Class Sizes Not available

This information is not currently available.

Recess Policy

 GradesNSPSJKSK
Non-lunch recessFrequency 2/day 2/day 2/day 2/day
Location Outside Outside Outside Outside
Amount
Lunch recessAmount 60 60 60 60

What Fun To Learn says: - Recess is developmentally necessary for our students in order for them to exercise, hone their gross motor skills, express their creativity, explore nature, and interact socially.

Non-lunch recesses: All of this school’s non-lunch recesses take place between classes or academic periods.


Extracurriculars

principal
What Fun To Learn says:

This information is not currently available.


  • Sports OfferedCompetitiveRecreational
    Baseball
    Basketball
    Gymnastics
    Ice Hockey
    Lacrosse
    Martial Arts
    Soccer
    Softball
    Swimming
    Tennis
    Track & Field
    Volleyball
  • Clubs offered: None


Tuition & Financial Aid

Tuition

This information is not currently available.



Need-based financial aid

This information is not currently available.



Merit based Scholarships

This information is not currently available.


Enrollment

Total enrollment Varies
Average enrollment per gradeVaries
Average class size15 to 24
Gender (grades)Nursery/Toddler (12 months) to SK (Coed)
Boarding offeredNo

Student distribution: This information is not currently available.


Admission

Application

Admissions Assessments:

Assessment = requiredGrades
Interview
SSAT
SSAT (out of province)
Entrance Exam(s)
Entrance Essay
Application Fee 

Application Deadlines:

Day students:
N/A


What Fun To Learn says: This information is not currently available.


Acceptance

Acceptance Rate:

N/A

Type of student Fun to Learn Montessori School is looking for: This information is not currently available.



Student Entry Points

Student TypeNSPSJKSK
Day Acceptance
(Acceptance rate)
0000

Associations

Associations
  • The Canadian Council of Montessori Administrators (CCMA) Associations


Social Feeds




Other Highlights:


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Fun to Learn Montessori School