Indirect Support:
Established in 1966, OMS Montessori is a non-profit,independent organization accredited by the Canadian Council of Montessori Administrators (one of only three schools in Ottawa). We serve around 300 students from 18 months to grade 12,with Francophone and English programs. We were the first Montessori school in Ottawa and we continue to be an educational leader by creating and implementing education beyond the ordinary
Established in 1966, OMS is one of the older dedicated Montessori schools in the country. It’s also one of the larger Montessori environments, something that is in part a function of the school’s long success. Size is certainly not a bad thing, and the principal benefits are diversity within the student population and the breath of program offerings. That said, with a student population divided between two schools, OMS is able to have the best of both worlds, with each location feeling very close-knit in all the ways that we imagine Montessori programs to be. OMS grew from offering instruction in the primary years into the middle and high school years. In 2015, the high school grades became The Element, a school of its own. So, while the locations may be separate, the continuity across all grade levels is understandably attractive to the families that enroll at OMS.
Gallery showcasing school life and general photos of OMS Montessori.
Our award-winning natural playground.
Our award-winning natural playground.
An arial shot of the OMS Montessori campus.
The main entrance of OMS Montessori, located on 335 Lindsay Street in Ottawa, Ontario.
Casa student picking apples in the garden
OMS Montessori Library
Upper Elementary Students playing Ukulele in the common area
Gallery showcasing specific locations and facilities found at OMS Montessori.
Speak with school representatives, parents, students and experts face-to-face and learn about many different schools in one day, at one location at the Ottawa Private School Expo, the largest school fair in Ottawa.
| Program | offered |
|---|---|
| Montessori toddler | |
| Casa | |
| Elementary | |
| Middle School | |
| High School |
| Focus |
|---|
| Academic |
DIBELS Testing: This school does not use DIBELS testing to assess reading progress.
| Subject | offered |
|---|---|
| Biology | |
| Chemistry | |
| Ecology | |
| Geology | |
| Meteorology | |
| Physics | |
| Physiology | |
| Zoology |
| Subject | offered |
|---|---|
| Evolution as consensus theory | |
| Evolution as one of many equally viable theories | |
| Evolution is not taught |
| Subject | offered |
|---|---|
| Acting | |
| Dance | |
| Drama/Theatre | |
| Graphic Design | |
| Music | |
| Visual Arts |
| Expressive | |
| Disciplined |
| Subject | offered |
|---|---|
| Computer science | |
| Robotics | |
| Web design |
| Toddler | Primary | Lower Elementary | Upper Elementary | |
|---|---|---|---|---|
| Age groupings How children are grouped by age for each class.' |
18 months to 36 months | 36 months to 6 years | 6 years to 9 years | 9 years to 12 years |
| Uninterrupted work periods The longest uninterrupted work period for each class.' |
2 hours | 3 hours | 3 hours | 3 hours |
| Tests and assignments How often students are given tests or assignments in each class.' |
Never (Orthodox) | Never (Orthodox) | Occasionally (Moderate Orthodox) | Occasionally (Moderate Orthodox) |
| Graded work How often students have their work graded in each class.' |
Never (Orthodox) | Never (Orthodox) | Occasionally (Moderate Orthodox) | Occasionally (Moderate Orthodox) |
| Arts and crafts The percentage of a typical student's day that is spent on arts and crafts in each class.' |
25% | 20% | 15% | 10% |
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.
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.
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.
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.
Overall approach : Which option best describes your overall curricular approach?
Schools that adhere to the original Montessori program and principles. On occasion, though, they supplement it with modern curricular approaches or materials.
| 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 |
Students remain in a regular classroom for most of the day, but are pulled out for extra support from a qualified special education teacher.
| Subject Type | offered |
|---|---|
| Learning strategy and study counselling; habit formation | |
| Extra support and minor accommodations for children experiencing subclinical difficulties |
| Subject Type | offered |
|---|---|
| Accommodations | |
| Modifications | |
| Extra support |
Read our guide to special needs schools and special education
| 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 and enrichment (There is an equal emphasis on acceleration and enrichment.)
| 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) |
| English - 50% | French - 50% | ||||||||
In grade Gr. 6, OMS Montessori students perform an average of No homework of homework per night.
| NS | PS | JK | SK | 1 | 2 | 3 | 4 | 5 | 6 | |
|---|---|---|---|---|---|---|---|---|---|---|
| OMS Montessori | 0 mins | 0 mins | 0 mins | 0 mins | 0 mins | 0 mins | 0 mins | 0 mins | 0 mins | 0 mins |
| Site Average | 0 mins | 1 mins | 6 mins | 7 mins | 15 mins | 17 mins | 22 mins | 29 mins | 34 mins | 40 mins |
| Lettered or numbered grades | Nursery/Toddler to Gr. 12 |
| Parent-teacher meetings | Nursery/Toddler to Gr. 12 |
| Sports Offered | Competitive | Recreational |
|---|---|---|
| Badminton | ||
| Baseball | ||
| Basketball | ||
| Ice Hockey | ||
| Lacrosse | ||
| Running | ||
| Soccer | ||
| Softball | ||
| Swimming | ||
| Tennis | ||
| Track & Field | ||
| Volleyball | ||
| Equestrian | ||
| Fencing |
| Clubs Offered |
|---|
| Robotics club |
| Yoga |
| Art Club |
| Chess Club |
| Choir |
| Community Service |
| Computer Club |
| Dance Club |
| Drama Club |
| NS | PS | JK | SK | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | |
| Day | $21,384 | $16,152 | $14,664 | |||||||||||||
| Day (Half day) | $12,864 | |||||||||||||||
Discounts
| Discount Type | Enrollment Type | Amount |
|---|---|---|
| 3rd child (sibling) | all students | 10% |
| Grade range that need-based aid is offered: | NS to 6 |
| Percentage of grade-eligible students receiving financial aid | 10% |
| Average aid package size | $2,500 |
| Percentage of total enrollment on financial aid | 10% |
| Total aid available | $25,000 |
This school works with Apple Financial Inc. for processing financial applications
1. Families will go to the Apples Financial Services website at www.applefinancialservices.ca.
2. Families will create a parent account registration.
3. After the email address provided is verified, a response will be sent with the subject line “Account Set-up”
Families will then go into the online application.
4. At the end of the process, requests will appear for the uploading of tax information, i.e. T4s, current year’s pay statements, etc.
5. Once the information is uploaded the payment section will appear and the $100 application fee will be required. Please note, it is an additional $30 for a secondary application for the same student by the other parent. 6. Payments can be made by credit card (Visa & MasterCard).
This information is not currently available.
| Grades | Gender | Living Arrangement | Enrollment | |
|---|---|---|---|---|
| Group 1 | Nursery/Toddler to Gr. 6 | Coed | Day | 300 |
| Total enrollment | 300 |
| Average enrollment per grade | 30 |
| Average class size | 16 to 25 |
| Gender (grades) | Nursery/Toddler to Gr. 6 (Coed) |
| Boarding offered | No |
| Percentage of students are international students | |
| Number of different nationalities within student population | |
| Five-day boarding programs offfered |
| NS | PS | JK | SK | 1 | 2 | 3 | 4 | 5 | 6 | |
|---|---|---|---|---|---|---|---|---|---|---|
| Day Enrollment | 15 | 16 | 16 | 31 | 24 | 25 | 24 | 19 | 23 | 21 |
| Assessment | Required | Grades |
|---|---|---|
| Interview | 4 - 6 | |
| SSAT | ||
| SSAT (out of province) | ||
| Entrance Exam(s) | ||
| Entrance Essay | ||
| Application Fee |
Day students: Rolling
The first step in the Admissions process is to attend a school tour to learn about Montessori education in general and OMS Montessori in particular. Tours are hosted with only one family only, and we recommend for your first visit, to try to arrange child care for your son or daughter. This will provide you with an opportunity to answer any questions you may have, and determine if OMS Montessori is the best fit for your family before your child builds a rapport with our community. Information packages and application forms are distributed during your tour. If you are able to attend a tour in the morning, you will have the opportunity to tour the school and observe a number of active classes. If you attend an evening tour, we ask that you make arrangements to visit OMS and observe the students in their classes before completing an application.
Student Entry Points
| Student Type | NS | PS | JK | SK | 1 | 2 | 3 | 4 | 5 | 6 |
|---|---|---|---|---|---|---|---|---|---|---|
| Day Acceptance (Acceptance rate) | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
| Alumnus | Grad Year | Accomplishment |
|---|---|---|
| Emily Brecher | 1995 | Emily Brecher works as a Family Physician with a special focus on women, young families, and sexual health. |
| Jonathan Estabrooks | 1995 | Jonathan is a successful opera singer. He has performed for Presidents and Prime Ministers and has worked with great conductors such as Steven Reineke and Pinchas Zuckerman. |
| Naomi Kirshenblatt | 2010 | Naomi is currently studying Actuarial Sciences in the Asper School of Business, a discipline that applies mathematical and statistical methods to assess risk. |
| Dominic Bradford | 1983 | Dominic is Head of School at Yukon Montessori School (YMS), after working at the attached preschool for 6 years prior to starting the Montessori school. |
| Thomas Shepherd | 1983 | Thomas left his career as a federal public servant to establish a firm in Whitehorse that assists Self-Governing First Nations to design, implement and evaluate their own programs. |
| Lauren Peirce | 1993 | Lauren is a full-time Analyst with the Department of Aboriginal Affairs and Northern Development Canada (Aboriginal Affairs). |
| Morgana McKenzie | 2012 | Morgana is a Filmmaker & Visual Artist. Here latest film, GIFTS, has won 8 awards and screened at 21 festivals. |
| Christopher Macies | 1997 | Christopher is a Manager in the Advisory practice of Deloitte Transactions & Business Analytics LLP in New York City, who said he is "eternally grateful" for OMS. |
| Cathy Nguyen | 2008 | Cathy is a first year student at the University of Ottawa for the Biomedical Sciences Program. She is currently debating between a career in pharmacy and pediatrics. |
| Tamlynn Bryson | 2005 | Tamlynn won "Emerging Artist Award" for her original one woman play, “Working Title: Undecided” at the 2015 Ottawa Fringe Festival. |
| Juliana Neufeld | 1987 | Juliana is the illustrator of the popular children's book series, Treasure Hunters by James Patterson and My Brother the Robot by Bonny Becker. |
Below, find stories and testimonials about OMS Montessori.
Si vous avez eu la chance de participer au Festival Fringe en juin dernier, vous avez peut-être vu une pièce de théâtre originale produite en coopération avec une ancienne élève de l’OMS, Tamlynn Bryson qui en est aussi la vedette. La pièce de théâtre s’intitule « Titre en travail, indécise » (que Tamlynn confirme en riant comme étant le vrai titre!), et a commencé par être une brève déclaration à un ami pour se transformer en une présentation d’une heure. La présentation était tellement impressionnante que Tamlynn s’est vue mériter l’« Emerging Artist Award » pour sa performance. Ce succès laisse présager une brillante carrière d’actrice.
Tamlynn a fréquenté l’OMS Montessori de 1996 à 2005 est récemment diplômée de l’Université de Windsor avec un Baccalauréat en beaux arts (actrice) et un certificat en gestion artistique. Son premier souvenir de la scène la ramène à l’OMS Montessori, un endroit où elle a appris que c’était bien d’être créatif, d’être une personne et d’être soi-même.
« Je dois beaucoup à la pièce de théâtre dans laquelle j’ai joué en première année à l’OMS » dit Tamlynn avant de raconter son histoire.
« Nous présentions une version du Petit chaperon rouge et j’ai eu la chance de jouer le premier rôle. Toutefois, notre version différait du conte traditionnel que nous connaissons tous et que nous aimons. Le petit chaperon rouge n’était pas la victime sans ressources. Elle avait deviné le plan du loup et l’a déjoué. La pièce devait se terminer alors que je virevoltais dans tous les sens en clamant la dernière réplique du texte de la pièce. Je ne me souviens plus de la réplique, mais je me souviens avoir trébuché dans ma cape et m’être étalée de tout mon long devant toute la classe et les parents. Je me suis relevée en hésitant, j’ai regardé l’enseignante et j’ai demandé : « Est-ce que je peux refaire ça? » La salle a éclaté de rire. J’avais déjà appris deux règles fondamentales du travail d’actrice : faire face à l’audience et projeter. Ce jour-là j’en ai appris une troisième : si tu fais une erreur, reste dans la peau du personnage et continue sur le même élan (en fait, une leçon très importante) ».
En rétrospective, elle dit que c’est surprenant qu’elle n’ait pas tout laissé tomber après cette première « humiliation ». Mais l’expérience lui a inculqué la persévérance, ce qui lui a été utile dans sa vie par la suite.
« Le métier d’actrice n’est pas toujours facile. On travaille fort, les nuits sont souvent longues et on fait appel au corps, à la voix, à l’esprit et à l’âme », explique-t-elle.
Elle a aussi connu sa part de personnes qui remettaient en question ou en doute son choix de carrière postsecondaire et qui la jugeaient sur ce choix de carrière. « Le fait de répondre “devenir actrice “ à la question “ en quoi étudies-tu “ m’a valu de nombreux regards surpris, des sourires condescendants et même une réflexion comme : “ tu sais j’ai un ami qui est acteur et il a eu une vie misérable “ ».
Mais son objectif est rafraichissant : « mon but est d’être payée pour faire ce que j’aime », et sa passion est claire : « parfois j’ai la larme à l’œil en regardant les bourdes dans les émissions de télévision, car j’aimerais avoir la chance de faire cela comme travail ».
Et comme l’a dit Jim Carrey : « Tu peux échouer ce que tu ne tiens pas à faire, alors il vaut mieux prendre la chance de faire ce que tu aimes ».
De plus, être actrice c’est plus qu’une profession pour Tamlynn, c’est une façon de s’exprimer. « Certaines personnes se font entendre à travers la musique, la politique, les romans, la poésie, la comédie, les conférences, le droit et des milliers d’autres façons, dit-elle, la meilleure façon pour moi de m’exprimer est de mettre mes sentiments, mes pensées, mes rêves, mes peurs et mes observations en scène ».
Tamlynn poursuit actuellement une carrière dans les domaines du cinéma, du théâtre et de la télévision. Elle est particulièrement intéressée à faire du travail de création originale. De plus, son certificat en gestion artistique l’a déjà aidée à trouver des emplois autres que celui d’actrice dans le milieu du théâtre, ce qui lui sera utile si elle décide de mettre éventuellement sur pied sa propre compagnie théâtrale.
Tamlynn dit qu’une grande partie de sa créativité vient de l’atmosphère à Montessori. « On m’a enseigné à penser autrement et je n’ai jamais ressenti qu’être différente était une mauvaise chose… OMS m’a fait sentir unique et que je devrais célébrer cela. On m’a enseigné à collaborer avec les autres, à demander de l’aide quand j’en avais besoin et d’aider les autres quand je le pouvais. On m’a aussi enseigné à donner le meilleur de moi même et à travailler fort. Cette éthique de travail m’a aidée d’un point de vue académique, professionnel et artistique ».
Bien que la profession ait son lot de défis, Tamlynn ne ferait pas les choses différemment. Elle a de sages conseils à donner aux étudiants qui souhaitent poursuivre une carrière d’acteur (bien que ce conseil s’applique à la vie en général) :
«
Juliana Neufeld may have only attended OMS Montessori until elementary school, but she remembers it vividly.
"I remember the visceral, hands on play and learning activities. The smell and feel of the beeswax we would play with during story time, learning to hammer nails into wooden stumps, and trading stickers with friends at lunch time," said Juliana.
After graduating from Ryerson University with a Bachelor of Fine arts, Photographic studies in 2007, Juliana says she went from barely surviving financially as a freelance illustrator to landing an incredible gig as a fully time illustrator of children's books.
"It's been a long journey but it's been an incredible learning experience and very rewarding, both personally and professionally," she said.
Now, she is her own boss working on a couple series of children's books.
Her first series Treasure Hunters by James Patterson (who is in the Guinness World Records as having the most New York Times bestsellers) is an ongoing series about siblings who are suddenly thrust into the biggest treasure hunt of their lives. Juliana will be illustrating the fourth book in the series this fall.
Her second series, My Brother the Robot by Bonny Becker, is about a family who buys a Robot advertised as "the perfect son." Juliana is currently working on this series.
In addition to illustrating, Juliana hosts workshops for kids a few times a year. The workshops centre around cartooning and gaining confidence around drawing and being creative.
"So many kids have told themselves by an early age that they aren't good at art and so they stop drawing," said Juliana. "I like to show kids that art is often about making mistakes and playing... that real creativity isn’t necessarily connected to artistic skill."
Juliana says she reflects on her own Montessori education when she is leading workshops for kids.
"I feel encouraged and positive about the teaching approach and the learning environment that Montessori fosters," said Juliana. "There is a more respectful and genuine approach to adults interacting with children and I think it allows the children room to express and discover themselves in a way that I’m not sure most public school have made the space for."
Juliana, who has lived in Toronto for the last decade, wants to build her own ceramics studio, and continue to work in watercolor, in addition to illustrating more children's books.
She spends her free time collecting and listening to records, eating and biking around the city with her friends, and exploring the patches of nature that Toronto has to offer.
...If you were lucky enough to take in some of the Fringe Festival in June, you may have seen an original one woman play co-created and performed by OMS Montessori alumna student Tamlynn Bryson. The play, entitled “Working Title: Undecided”(which Tamlynn jokingly confirms is the real title) started as a short statement to a friend but turned into an impressive hour-long show. So impressive was the show that Tamlynn took home "Emerging Artist Award" for her performance. This success no doubt foreshadows what will be a successful acting career.
Tamlynn, who attended OMS Montessori from 1996 to 2005, recently graduated from the University of Windsor with a BFA Acting and a Certificate in Arts Management. Her first memory of being on stage takes her back to OMS Montessori, a place where she said she learned it's good to be creative, to be an individual and to be who you are.
"I owe a lot of who I am to my first-grade play at OMS," says Tamlynn before jumping into her anecdotal tale.
"We were putting on a production of Little Red Riding Hood, and I was fortunate enough to have received the title role. However, our version was a little different than the fairy tale we all know and love. Little Red was not a helpless victim. She saw through the wolf’s plan and outsmarted him. The play was supposed to end with me spinning around as I triumphantly said my final line of the show. I don’t remember the line, but I very much remember tripping on my red cape and falling down in front of my entire class and all their parents. I hesitantly stood up, looked at the teacher and said, “Should I do that again?” Everyone laughed. I had previously learned two rules of acting: face the audience, and project. That was the moment I learned my third lesson: if you make a mistake, stay in character and just go with it (actually a pretty important acting lesson)."
Looking back, she says it’s surprising that she didn’t quit after that first "humiliation." But the experience instilled perseverance in her, which is something that would come in handy later in Tamlynn's life.
"Acting is not always easy. It’s a lot of hard work, a lot of late nights, and utilizes your body, voice, mind, and soul," she said.
She has also experienced her fair share of people questioning, doubting and judging her post secondary choice. "Answering 'Acting' to the question, 'What’s your major?' has gotten me a lot shocked looks, patronizing smiles, and even a 'You know my friend is an actor and he’s had a terrible life story'."
But, her goal is refreshing ("my goal is to get paid to do what I love") and her passion is clear ("Sometimes I actually tear up watching bloopers for television shows, because I would love to be fortunate enough for that to be my job").
And as Jim Carrey put it, “You can fail at what you don’t want, so you might as well take a chance on doing what you love.”
Besides, acting is more than a profession for Tamlynn; it's a way for her to express herself. "Some people get their voices heard through music, politics, novels, poetry, comedy, lectures, law, and a million other ways," she said. "My best way of expressing myself is by putting my feelings and thoughts and dreams and fears and observations on a stage."
Tamlynn is currently pursuing a career in theatre, film, and television and is particularly interested in devising original work. In addition, her certificate in Arts Management has already helped her get work in non-acting theatre jobs, and will help her if I she decides to start her own theatre company in the future.
Tamlynn says she owes a lot of her creativity to the atmosphere at Montessori. "I was taught to think outside the box and I never felt like being 'different' was a bad thing... OMS made me feel like I was unique, and that I should celebrate that. I was taught to collaborate with others, to ask for help when I needed it, and to help others when I could. I was also taught to try my best and to work hard, and that strong work ethic has helped me succeed academically, professionally, and artistically."
Despite the hardships that the profession brings, Tamlynn wouldn't do anything differently and she has sage advice for other alumni interested in pursuing acting (although this could also be read as general life advice):
OMS Montessori received the following letter from the President of Top Choice Awards, Inc:
"Top Choice Awards is honoured to announce that OMS Montessori has been voted Top Montessori School of 2015 in the City of Ottawa.
The results were collected during the proprietary Top Choice Awards 2015 Survey, which asked respondents to nominate their Top Choice in a variety of categories based on quality, service, value and professionalism. This survey has also been conducted in 12 other Canadian cities, identifying over 650 top businesses and professionals receiving over 450,000 votes.
It is clear that whenever people have a choice they prefer to deal with businesses and professionals who are trusted by consumers. The Top Choice Award is the "Mark of Excellence" worn by today's leading businesses and professionals, representing the trust and loyalty that they have earned from the people they serve.
On behalf of the people who voted, we would like to thank you for your contribution to your city and would like to present to you the 2015 Top Choice Award; the recognition you truly deserve.
Congratulations and welcome to the Top!
Top Regards,
Monica Couto
..."Always find time in your life for art," renowned artist Gordon Harrison encouraged OMS Montessori students at an exhibit in February hosted at his boutique gallery, The Gordon Harrison Canadian Landscape Gallery.
Students had a unique interest in this exhibit on Sussex Drive; "The Creative Canadian Souls" exhibit featured 21 oil paintings created by Elementary students at OMS Montessori.
The paintings, which were created during the "Gordon Harrison's Art Inspiration Project" were auctioned off and sold for a maximum of $100. Although families had the first right of refusal, many paintings received bids from the public, including clients from out west and the United States.
Soren McMillan, a Grade 6 student at OMS Montessori, sold his painting to a client in Regina, Saskatchewan. He said it was hard to sell his painting because most of his family wanted to keep it, but in the end, he wanted someone unrelated to him to enjoy it.
"The best part is knowing someone out there appreciates my art work," said Soren, who described the whole experience as "excellent."
For many of the participating students, it was their first time working with oil paints. "It's like using coloured butter," joked Grade 6 student, Samantha Taubman.
All students left the exhibit with a keepsake: a personalized card displaying the 21 paintings from "The Creative Canadian Souls" exhibit. However, they left with a lot more than that: They left inspired to live a life with art whether it be as a career, a hobby, or as an admirer.
Gordon Harrison created the "Gordon Harrison Art Inspiration Project" with his partner, Gallerist, Phil Émond in 2009 as a way to give back to the community while simultaneously inspiring young people to pursue their artistic talent. Each year the duo works with one school and the participating students experience "life as an artist" from a blank canvas to the selling of their work.
OMS Montessori, in Alta Vista, was the lucky school for the 2014/2015 school year and it is surely an experience the students will never forget.
...Understandably, there is a strong desire amongst parents at OMS to have their children be as bilingual as possible. And we at OMS want this too. After all, we do live in the capital city of a bilingual country. At OMS, we offer an intensive French as a Second Language (FSL) program which is tried and tested. Cathy Nguyen, an alumna student, would testify to this.
Cathy, who attended OMS from Grades 1 to Grade 8, is now bilingual. Cathy was in the English program at OMS and learned French through the FSL program.
"...I had wonderful, caring teachers that inspired and motivated me to have a sense of curiosity and drive to master a language while providing me with all the necessary resources to do so," said Cathy.
The FSL Program at OMS incorporates the gesture based program, the Accelerative Integrated Method, with traditional lessons on vocabulary, grammar and verbs to teach French to students beginning at 4 years of age. Four and five year olds receive FSL in their Montessori classrooms for half an hour every day. Elementary students work in small FSL classes of 10 to 12 students for a half day, two days out of four. These longer periods allow the FSL certified teachers to immerse the students in French as they work on a variety of projects and converse with one another and their teacher. At the Element level (Grades 7, 8 and 9) the FSL teachers are in the class for a half day every day and the students take some of their course content in French and cook their class’ lunch with the mentorship of their FSL teachers. Students at OMS also benefit from being in a school with a Francophone program (a program for students who come to OMS speaking French as a native and who have at least one parent who speaks French to them regularly). Students hear French as a working language on the playground, at intramurals, at school events, and throughout the school every day.
"The classroom environment was always a welcoming place and I was never shy to try and make a mistake. I, as well as my peers, was always encouraged to step out of my comfort zone and simply learn," said Cathy.
And learn she did.
After graduating from OMS, Cathy entered the IB Program at Colonel By where she received the Honours Society Award and Silver Medal Award in addition to a French (IB) subject award in both Grades 9 and 10. Cathy even took on the role of IB French ambassador in Grade 10, which meant she was responsible for helping various peers with French assignments or questions. When she left Colonel By to attend Longfields Davidson Heights Secondary School for Grades 11 and 12, she continued to receive the Honours Society Award and Silver Medal Award and continued to be recognized for her French.
Cathy excelled in French, but this isn't something she considers unique for OMS alumni. "I have heard from many alumni students that their French abilities were noticeably more advanced than all other peers in their post OMS-education and I can strongly confirm this to be true."
Now, as a first year student at the University of Ottawa for the Biomedical Sciences Program, Cathy admits that she doesn't speak as much French as she would like although she does speak French with her Dad sometimes. But her schooling is keeping her busy. She is currently debating between pharmacy and pediatrics. "I recently worked at a tutoring summer camp last summer and took part in the MedTalk mini med school event which sparked this different career path aspiration," said Cathy in regard to pediatrics. Her original plan was to be a pharmacist working for a prominent pharmaceutical company, travelling nationally sharing her passion for the safe and effective use of pharmaceutical drugs with others. Regardless of which field she pursues, Cathy's education is keeping her busy. When she isn't studying, she enjoys reading, baking, figure skating, gym or attending music festivals, her favourite being Ottawa's own Bluesfest!
If you'd like to read more about why we don't offer French Immersion at OMS, you can do so here.
...We recently found a hard copy of a beautifully crafted letter expressing gratitude to OMS, dated April 28, 2005. The author of the letter, Christopher Macies, had graduated from OMS Montessori almost ten years prior to writing the letter, in June 1997, after completing Grade 5. After reaching out to Christopher (via LinkedIn), who is now a Manager in the Advisory practice of Deloitte Transactions & Business Analytics LLP in New York City, he agreed to let us share his letter.
It isn’t often that people take the time to recognize their educational experiences, let alone their elementary experiences, years down the road. Christopher’s letter and its touching message, read as follows:
Hello, I’m Christopher (Topher) Macies. I’m not sure how else to introduce myself, other than tell you why I’m trying to get in contact. I am a senior at Irvington High School, in Westchester County, 20 miles outside New York City. Upon graduation I will be part of the incoming freshman class of 2009 at Columbia University in August of this year. As my school year has wound down, I’ve entered into my exams and in my last desperate attempts to procrastinate; I began to clean my room. As I was cleaning through my dresser, I happened to fall upon a tee shirt – one bearing the OMS dove. I dug deeper, into the musty recesses of my dresser and found a dark green tee shirt with the OMS Dinosaur I remember as a kid. Upon weeks of reflection (and days spent writing this email), I want to share my thoughts with you.
While the majority of my schooling has been spent away from Ottawa, the formative years of my life were not spent at Irvington High School, or any other of the previous middle schools I have attended, but OMS. As an OMS “alum” since 1997, when I left after the 5th grade, I am eternally grateful for the experiences. Many of my peers have struggled with independence and the classroom. Without a syllabus, many become disorientated and fell behind. Montessori has given me the necessary tools to succeed.
While I know many teachers may no longer be teaching at OMS, I would like to give special thanks to Francoise, Jackie, Janet, Finola and Mr. D. I have very Fond memories from each of those classes. I would like to thank all of the teachers I have not mentioned.
Your impact is profound.
However, a few musty tee-shirts are not the only reason I am trying to get back in touch. I was back in town to visit family over the winter holidays this year, where my old nanny, and forever friend, Katrina lives, when she told me she had been recognized in HMV [retail store], by a classmate of mine. I was awestruck. It has been over 7 years since I left Ottawa, and yet, the same students whom sit forever preserved in photo album after photo album still remember “me.” I was wondering if other students have written back, whether in expressions of gratitude, or lament, or just to wonder what’s up?
I cannot being to explain how grateful, not only I am, but also my family. I had two sisters, Jasmine and Rebecca, who also entered into the Montessori school. I cannot imagine that we are unique in this feeling.
Not because of the colleges or the universities its elementary school graduates head off to, but to the type of people it produces - the people who remember a face nearly a decade later. Thank you.
Sincerely,
Christopher (Topher) Macies and Family
...Lauren is a full-time Analyst with the Department of Aboriginal Affairs and Northern Development Canada (Aboriginal Affairs). She holds a Master of Arts degree in Public and International Affairs (Co-operative Education) from the University of Ottawa and a Bachelor of Social Science with Honours degree in Criminology from the same institution.
She is also a firm believer in Montessori pedagogy:
“I believe a Montessori education develops and fosters breadth of learning and experience, while instilling principles of compassion, justice, independence, self-direction and respect for all living things. A Montessori education places equal value on all sorts of different types of knowledge from math, to arts, to geography, to languages, to physical education. I think this type of education philosophy supports children’s need to question their surroundings and helps them build expansive worldviews, underpinned with values of co-operation and compassion.
I am certainly a product of this method of education! I am an independent, self-described “Jill of All Trades”, taking an interest in many different areas of life and building my proficiency in those areas over time. I have a love of travel, other cultures and foreign languages and believe in the equality of humans in different walks of life, from all over the world. I live my life based on Montessori principles of compassion, equality and respect for living things. I have dedicated much of my personal and professional work thus far to social issues and social justice causes, which hi-light our shared humanity e.g. immigration and integration, Aboriginal Affairs, public service and volunteerism.”
As a product of OMS Montessori, Lauren shares some of her most vivid memories of time spent at OMS Montessori:
“I have many, many fond memories of my time at OMS – here is a small sampling.
I can remember a project I completed on Tanzania for an “African country fair” where we coloured maps, made dioramas and served traditional food. I can still recall that “jambo” means “hi” in Swahili!
Almost all the country capitals I know now I learned in elementary school through an exercise done with a map on a floor mat. We matched up capitals to their countries on the map. The easiest ones were always Paris, Rome, London and Athens.
One of the best ways to earn your peers’ esteem was to roll out a huge hundred chain on a series of maps all through the hall and “count” and transcribe all the beads from the chains. You would get extra respect for completing all the chains in the same day!
I wrote long stories with the moveable alphabet and transcribed them onto those small papers with lines for the story and space for the picture. There seemed to be an annual story about what we had done on our summer vacation and my most memorable (and lengthy) story was about us getting lost on a family road trip to Maine.
We played outside in every season – in the spring we played with parachutes, hung from the monkey bars, or skipped in complex double-Dutch formation. In the fall we played tug-of-war and looked forward to the annual haunted house at the Harvest Feast, and in the winter we built epic snow forts, complete with bridges and furniture or skated on the outdoor rink.
Probably my earliest memory is of naptime in the casa class – I didn’t want to sleep so I was given a little ball of pink wax to play with quietly on my mat.”
...Do children learn science in Montessori?
Well, Emily Brecher, a Medical Doctorate and OMS alumni student sure did.
Looking back, Emily says after graduating from the Upper Elementary program at OMS, there was never any indication that she was behind her peers in science.
In fact, the opposite seemed to be true.
“My teachers continually commented on how quickly I was grasping material in all domains. As early as grades 7 and 8, I was winning awards for being at the top of my class in multiple subjects, including science,” said Emily. “I was also invited to present at local and regional science fair competitions for projects voted among the best at my school.”
Emily received her Medical Doctorate from The University of Toronto in 2011 and subsequently successfully passed the Canadian Certification Exam in Family Medicine. She is currently enrolled in one year of extra medical training in Women’s Health. Upon completion in June, Emily will work as a Family Physician with a special focus on women, young families, and sexual health.
Emily developed an interest in human biology and science in her early teens, and at the suggestion of those around her, began researching medicine as a career path, even before attending university.
When asked how her experience in a Montessori school contributed to her success, Emily said teachers at OMS encouraged her to develop self-confidence, self-awareness, and healthy learning habits.
“I think my ability to manage multiple professional and academic demands without feeling overwhelmed stems from the enjoyable and well-rounded curriculum at OMS.”
For Emily, the most rewarding part of her career today is the trust and confidence her patients have in her. “As a Physician I am invited to share in some of the most private and important details of a person’s life. I am sought out as a constant source of support and direction in challenging and difficult times,” said Emily.
“Although it may appear that the biggest challenge in Medicine is general knowledge acquisition, success in the field depends more on effective interpersonal interactions, self-directed learning skills, and the ability to synthesize and solve problems. OMS fosters these qualities in its’ students as part of its core philosophy.”
A quick glance at her impressive CV, filled with awards and honours, proves that Emily is successful in her professional life. However, as a newly wed and fitness enthusiast, Emily manages to maintain a balanced lifestyle. Emily currently lives with her husband, Brian, in a condo in Ottawa. Her husband is in the final stages of his Respirology (Internal Medicine) training at the University of Ottawa and Ottawa Hospital. When they are not practicing medicine, the power-couple enjoy trying different restaurants together. Emily is also an avid Goodlife Fitness attendee, and plays Ultimate Frisbee, the violin and enjoys international travel.
Although Emily gives OMS credit for many vital skills that enabled her to be successful, there is one lesson that holds substantial value to her: “At OMS, students ‘learn how to learn’.”
This “fundamental skill” allowed Emily to excel in “basic science (throughout high school and university), and subsequently in medicine” but can also apply to any avenue a student may pursue.
Emily believes that OMS graduates have the skills and confidence to succeed personally and professionally. And why wouldn’t she? She’s living proof!
...They had a dream.
In less than five years, the dream became a vision, then a strategic plan, then a reality. Now, OMS Montessori is home to an award-winning natural playground.
“Since our students have started playing in our natural playground, they seem happier”, said Pat Garneau, Director of the English Program at OMS Montessori. “Students complain less about being “bored” and there is also less conflict, perhaps because there are fewer rules and the children have an outlet for their physical energy.”
The dream of a natural playground for OMS Montessori, an independent school in the Alta Vista area, was voiced in 2009 at an OMS Strategic Planning meeting.. Shortly after, the OMS Board of Directors made a commitment to create a beautiful 'green' playground. The goal was to have an outdoor environment in which OMS students would be free to explore, create, and grow in a way that would help them make deeper connections to nature and to themselves.
According to a 2012 University of Tennessee study, children who play on playgrounds that incorporate natural elements tend to be more active than those who play on traditional playgrounds with plastic equipment.
“When children play with nature, they’re less bored, more imaginative and more creative,” said Pat. “Children are sensorial learners. They use all of their senses when playing in nature which is optimal for learning.”
The OMS Board wanted the new playground to be a school community project, so they consulted teachers, students and parents. They also held a “Planting Bee” in September 2013, where the school community gathered on a weekend to plant the many flowers and shrubs that make up an integral part of the natural playground.
Months after the Planting Bee, an OMS parent wrote on the school’s Facebook page: “On the way into school this morning (in freezing January), the kids were asking when they would be able to "plant more flowers at school". They love it!”
In January, OMS’ natural playground, built by Earthscape, was awarded a Landscape Ontario Award of Excellence in the "Special Interest Construction" project category. Laura Hilliard, the Communications Coordinator for Earthscape, said the playground is unique because it was designed specifically for the OMS site and it offers areas for multiple levels of active and passive play, and for water play as well as natural features like hills and plants.
“We believe this kind of playground offers endless possibilities for creative and unstructured play,” said Laura. “By using natural materials, kids can see the craftsmanship involved in creating each piece and use all of their senses to explore and learn about the world.”
The OMS award-winning playground aligns with the values of Montessori pedagogy and the longevity of a natural playground exceeds that of the more traditional play structures. The OMS community is looking forward to years of natural play!
...
On behalf of the OMS Montessori community, thank you for visiting our profile. As School Director, I have the privilege of working with a proficient team of parents, alumni, faculty and staff who are dedicated to offering their best to each of our students. We work tirelessly to realize our mission by delivering an educational experience designed to inspire and challenge students to discover the best of who they are, while year after year reaching to achieve their full potential.
As a parent, you recognize that choosing a school for your child is one of the most significant decisions you will make. We need specific criteria by which to choose the ideal educational approach for our children. It is clear that the school years help to form the core foundation of our approach to learning and problem-solving, as well as who we are as contributing, global citizens. We at OMS are here to support you.
At OMS, we provide our students with an educational foundation from which they can achieve personal and academic goals, while building independence, self-confidence and self-esteem. The unique Montessori methodology, with its child-centered approach, encourages the development of personal responsibility and thinking skills, as well as fostering a love of learning. Each child is guided in the exploration of his or her own learning style and the development of work habits most suited to individual interests and needs.
Please browse our website and discover how we work together with OMS parents to empower students to become self-regulated, engaged and lifelong learners. As trained experts in education, we understand that observation is an essential component in the decision making process. As such, we would like to invite you to visit us for a tour of our spacious and peaceful learning environment. This is the most personal way to see what OMS Montessori has to offer your child and family.
OMS Montessori is a not-for-profit school. For over 50 years, we have offered exceptional education to families in the city of Ottawa. OMS welcomes you to call and chat with our friendly staff (613-521-5185) or email ([email protected]) regarding your child’s education. Share with us how we can partner with you and your family to further explore Montessori education and philosophy.
It is with great anticipation that we embark on the next 50 years at OMS Montessori. Please join us on this journey of promise and excitement.
August 4, 2017
Canada’s Next Generation of Young Artists
32 students from OMS Montessori had the unique opportunity to experience “life as an artist" with the talented guidance of Gordon Harrison. ...
August 12, 2015
Alumna wins Emerging Artist Award at Ottawa Fringe Festival
If you were lucky enough to take in some of the Fringe Festival in June, you may have seen... ...
April 30, 2015
OMS Montessori Cleans the Capital
It takes a glass bottle one million years to decompose students learned at OMS Montessori on Earth Day. ...
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