Montessori House of Children

User-submitted reviews   (none submitted)

• Montessori Approach Orthodox
  School Policies

  	Toddler	Primary
  Age groupings How children are grouped by age for each class.'	18 to 30	2.5 to 6
  Uninterrupted work periods The longest uninterrupted work period for each class.'	3 hours	3 hours
  Tests and assignments How often students are given tests or assignments in each class.'	Never (Orthodox)	Never (Orthodox)
  Graded work How often students have their work graded in each class.'	Never (Orthodox)	Never (Orthodox)
  Arts and crafts The percentage of a typical student's day that is spent on arts and crafts in each class.'	10%	20%

  Classroom Practices:

  • Whole-class lectures Orthodox
    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
    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
    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
    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 : Which option best describes your overall curricular approach?

  Orthodox

  36% of schools

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

  Moderately Orthodox

  45% 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

  13% 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

  5% of schools

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

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  Teaching Assistants:

  This school uses teaching assistants.
• Preschool/K Curriculum Montessori
  [Show definition of Preschool/K Curriculum]

  Preschools and kindergartens tend to have a particular curriculum or curricular approach. This refers to what is taught and how it's taught. Most preschools have a curriculum that comprises a blend of best practices drawn from multiple curriculum types. A preschool's curriculum may or may not, though, reflect its higher-level curriculum (if it's part of a school with elementary or secondary programs)

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  Preschool/K Curriculum approach at School: Montessori

  School has a Montessori approach to Preschool/K Curriculum (as opposed to Play-based, Waldorf, Reggio Emilia, Academic approach).

  [Show: About Montessori?]

  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.

  Preschool/K Curriculum at schools on OurKids.net

    Montessori - 29%
    Play-based - 20%
    Waldorf - 2%
    Reggio emilia - 6%
    Academic - 43%
  

  What School says: Beautiful building located a few blocks from Laurier University. Founded in 1974 to help children reach their maximum learning potential through independent and self-directed learning. Our program for Toddler and, Pre-school. Our program is highly successful for children who will attend Montessori or traditional education; and also for children with learning differences like Disability, Autism, and ADHD. Our Extra-curricular activities: French, computer, swimming, art, and music.

• Curriculum Pace Standard-enriched
  [Show definition of Curriculum Pace]

  This refers to the rate at which students move through the curriculum (e.g., topics, textbook material, skills, etc.). Curriculum pace is often defined in comparison to provincial standards.

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  Curriculum Pace approach at School: Standard-enriched

  School has a Standard-enriched approach to Curriculum Pace (as opposed to Accelerated, Student-paced approach).

  [Show: About Standard-enriched?]

  Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.

  Curriculum Pace at schools on OurKids.net

    Standard-enriched - 57%
    Accelerated - 16%
    Student-paced - 27%
  

  What School says: This information is not currently available.

  Flexible pacing style

  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 School says about flexible pacing: This information is not currently available.

• Academic Culture
  [Show definition of Academic Culture]

  Through the collective mindset of teachers, administrators, students, and parents, each school develops and maintains its own academic culture. This generally relates to the norms and expectations created around academic performance. Many parents look to private schools because they want a specific type of culture. Some want a rigorous environment that will elevate their child to new heights. Others want a nurturing environment that will help their child develop a passion for learning.

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  What School says: This information is not currently available.

• Developmental priorities Balanced
  [Show definition of Developmental priorities]

  Schools have specific goals regarding how they want their educate and develop their students. This is part of a school's overall philosophy or vision, which is contained in its mission statement. While they tend have several developmental aims, schools tend to priortize certain aims, such as intellectual, social, spiritual, emotional, or physical development.

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  Primary Developmental Priority: Balanced

  "Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation."

  What School says: This information is not currently available.

• Special needs support No support
  [Show definition of Special needs support]

  Schools offer a wide range of approaches and services to support students with special needs. This may include individualized learning, one-on-one support, small classes, resource rooms, and learning aids. These supports may be provided in a number of different environments such as a dedicated special needs school or class, an integrated class, a withdrawal class, or a regular class with resource support or in-class adaptations.

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  School offers No support

  School offers no/limited support for students with learning difficulties or special needs.

  Academic Support:

  Subject Type	offered
  Learning strategy and study counselling; habit formation
  Extra support and minor accommodations for children experiencing subclinical difficulties

  Mild but clinically diagnosed ADHD:

  Subject Type	offered
  Accommodations
  Modifications
  Extra support

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  A - Forms of Support

  Accommodation:

  Modification:

  Remediation:

  B - Environments

  Indirect Support:

  Resource Assistance:

  Withdrawal Assistance:

  Partial Integration:

  Full-Time Class:

  
  

  Special NeedNeed

  Forms of SupportA

  EnvironmentsB

  ADHD

  • Learning disabilities
    Dyslexia (Language-Based Learning Disability)

    This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment.

    Auditory Processing Disorder (APD)

    This is a sound differentiation disorder involving problems with reading, comprehension, and language.

    Dyscalculia

    This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money.

    Dysgraphia

    This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas.

    Language Processing Disorder

    This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.

    Nonverbal Learning Disorders (NLD)

    These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills.

    Visual Perceptual/Visual Motor Deficit

    A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination.
  • Developmental
    Autism

    Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome).

    Asperger's Syndrome

    On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour.

    Down syndrome

    his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics.

    Intellectual disability

    This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation).

    Williams syndrome

    This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems.

    Fetal Alcohol Spectrum Disorder (FASD)

    Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems.
  • Behavioral and Emotional
    Troubled behaviour / troubled teens

    roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety.

    Clinical Depression

    This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life.

    Clinical anxiety

    This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror.

    Suicidal thoughts

    This involves persistent thoughts about ending one's life.

    Drug and alcohol abuse

    This involves the excessive use of drug and/or alcohol, which interferes with daily functioning.

    Oppositional Defiant Disorder (ODD)

    This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning.
  • Physical
    Multiple sclerosis

    This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties.

    Cerebral palsy

    his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture.

    Muscular dystrophy

    Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals.

    Spina Bifida

    This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine.

    Dyspraxia (Developmental Coordination Disorder)

    This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech.

    Blindness

    Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness."

    Deafness

    Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds).

    Cystic Fibrosis

    Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults.

    Multiple physical

    Accommodating a wide range of physical conditions and disabilities.

  Read our guide to special needs schools and special education

• Gifted learner support No Support
  [Show definition of Gifted learner support]

  Schools support students with gifted or advanced learning abilities in a several ways. Whether they offer a full-time gifted program or part-time support, they normally provide some form of accelerated learning (delivering content at a faster pace) or enrichment (covering content more broadly or deeply). Many schools also offer a wide range of in-class adaptations to support advanced learners, such as guided independent studies, project-based learning, and career exploration.

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  Dedicated gifted programs:

  Program	offered
  Full-time gifted program (parallel to rest of school)
  Part-time gifted program (pull-out; parallel to rest of class)

  Curriculum delivery: Acceleration (The main focus is on acceleration. This means that all students work at a much quicker pace than public school peers (usually working at least one grade-level ahead). )

  In-class adaptations:

  Program	offered
  Custom subject enrichment (special arrangement)
  Custom curriculum compacting (special arrangement)
  Guided independent study (custom gifted arrangement)
  Cyber-learning opportunities (custom gifted arrangement)
  Formalized peer coaching opportunities (specifically for gifted learners to coach others)
  Custom subject acceleration (special arrangement)
  Career exploration (custom gifted arrangement)
  Project-based learning (custom gifted arrangement)
  Mentorships (custom gifted arrangement)

  What School says: This information is not currently available.

• Language English
  School offers English as the primary language of instruction.

  Language of enrollment include: English