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The day begins at 8:30 with a half-hour morning circle, followed by a
three hour independent work period during which small group lessons
also take place. Then children participate in a community classroom
clean-up before a half hour lunch and half hour recess. In the
afternoon, children take part in silent reading, and have a two hour
work period. School dismisses at 3:20 for levels 1-3, and 3:30 for
levels 4-8. Wednesday is an early dismissal day. Classes end at 2PM.
On average, classes are composed of 25-28 students with a certified
Montessori and a full time trained assistant in each class.
As a charter school, our Montessori curriculum is aligned with the
Arizona State Standards. Elementary students work daily on math,
language, and cultural lessons. Examples of Montessori cultural lessons
may include: studies of the continents and their cultures, botany and
zoology; geology and geologic formations; the solar system; physics and
physical sciences; anthropology; and timelines of life.
Every year, students in grades 2 take TerraNova, 3-8th take the AIMS
test (Arizona Instrument to Measure Standards) which is the state
required test to measure show students are performing on state
standards.
All Montessori teachers must have a bachelor’s degree, in
addition to a Montessori Teacher Credential. To complete Montessori
certification, teachers must complete training and an internship in the
Montessori materials, curriculum, teaching methods and educational
philosophy. For lower elementary classrooms (grades 1-3) this is
typically a 1 _ to 2 year program, including one year of internship.
Upper elementary teachers (grades 4-6) are required to complete the
lower elementary training and an additional 6 to 12 month program on
the materials and curriculum used in the upper elementary classroom. In
addition to their Montessori training, teachers also participate in
teaching seminars and workshops each year.
All Khalsa School students have a work plan: upper elementary students
receive a weekly plan, younger students work with a daily plan. We
provide as much structure as a child needs to be successful. The
children must get their work checked by a teacher before it is
“complete”, and we monitor what has been achieved
on a daily basis. Most days, the students come to at least one small
group lesson, in which the teacher monitors the progress of their
learning. Teachers also spend some time each day observing students.
The students have journals and work folders in which to kept their
work. We do not assign grades at the elementary levels, but issue
progress reports and hold parent conferences twice a year. We also
maintain portfolios of the student’s best work, which
accompanies the child through the academic levels at Khalsa School.
The child that experiences the most seamless transition is an
independent, motivated learner. Students learn how to follow a work
plan, work independently, and manage their time appropriately. Some
transfer students may be accustomed to external motivation provided by
the teacher. Montessori education fosters a self-directed work
environment.
Children are assisted to refocus by thoughtful teachers who take time
to observe and then make necessary changes in the environment to
support the children. Children are redirected as needed and are given
limited choices (i.e. “You may choose to work by me or at
this desk.”). Discipline is also handled by addressing
general concerns in a classroom community meeting format where
children, as well as adults, brainstorm on better ways to solve
problems. The Virtues Project is a school-wide effort to focus on the
qualities of character that each new situation requires. The children
can often be heard talking to each other about assertiveness, kindness,
or tact. Students who cannot be in the classroom because they are
disruptive can work in another place until they are ready to return.
Discipline at Khalsa School is positive, kind as well as firm and
focuses on developing the skills we need to work together in a kind and
friendly community.
Music, drama, art and fitness education are offered to all children at
Khalsa Montessori School. In addition, classes take field trips and
have class visitors related to curricular areas of study. After school,
various clubs are offered. In the past, choices have included chess,
martial arts, yoga, and art.
Research has shown that Montessori-trained students do very well
transitioning to a traditional setting. They have learned how to
structure their time, work on their own, and do independent research.
Montessori students usually develop a positive attitude toward school
and enthusiasm for learning which will serve them well in any
environment.
Students who complete our eighth grade have gone on to a variety of
high schools including Tucson High, City High, St Augustine and
Salpointe Catholic High Schools, University High, Pusch Ridge High,
Catalina Foothills High, and Sabino High Schools. Teachers and
counselors report back that Khalsa School students are very well
prepared for the social and academic challenges of high school.
One of the many strengths of Khalsa School is our active parent
community. Our KCO (Khalsa Community Organization) sponsors many events
each year to help foster community involvement. We also host five
annual Parent Nights, which are engaging and informative panel
presentations by multi-level teams of teachers on different aspects of
the Montessori curriculum. Several times a year, we host parent
workdays to tackle larger projects. These are fun ways to meet new
parents and help improve the school environment.
There are many useful resources on the internet and at your local
library. www.Montessori.org and www.amshq.org are websites are
dedicated to the advancement of Montessori education in the U.S and
abroad. Maria Montessori wrote several books detailing her philosophy,
methods and materials that are available at local libraries and
bookstores.
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