Royal Cachet has authentic Montessori programs from infants to grade 3 in our healthy & safe environments. We focus on the Language & Math areas of the Montessori Curriculum & encourage our students to grow and succeed.
|Royal Cachet Montessori School||7600||Preschool Kindergarten Elementary Day Coed|
Montessori schools, in Stouffville, Whitchurch, and other cities, often have large mixed-age classes with high teacher-to-student ratios. They also tend to have lots of interaction, student-to-student teaching, and group and independent work. Below, the Montessori philosophy and teaching approach is discussed in more detail. For more comprehensive coverage, see our main Montessori school guide.
The Montessori philosophy of education is unique. Some of the main principles of this philosophy are the following:
Student-centred: Students are free to move around the class, choose their own work, and determine the pace of their studies. There is no pre-planned curriculum. Kids often choose work that’s engaging and stimulating, in this setting, which can give rise to a love of learning.
Uninterrupted work time: Montessori schools give kids lots of uninterrupted work time, especially at the elementary level. In many schools, they’re given at least one 3-hour, uninterrupted work period to focus on their chosen work, free of interruptions. Uninterrupted work periods are believed to improve children’s concentration, self-discipline, and work habits.
Concrete learning: Learning tends to be concrete and hands-on. At the primary and elementary level (and sometimes at the secondary level), kids work with lots of different concrete materials, including “manipulatives”—or self-correcting puzzles. They also work with blocks, rods, spindle boxes, and many other materials. Concrete learning engages many of the senses. And, research has shown that it can speed up learning, especially for younger kids.
No external rewards: In primary and elementary school, kids aren’t given tests or assignments, or graded on any of their work. Kids also aren’t praised very much, and when they are praised, it’s for effort—not outcome. Progress is assessed informally, through observation and developmental rubrics, rather than formally, through grades or report cards.