Discovery Montessori Academy

Parent Handbook

2010-2011

Welcome to

Discovery Montessori Academy

We are happy that you have chosen Montessori education for your child. We are committed to providing the very best AMI experience for your whole family.

Our mission at Discovery Montessori Academy is to prepare the “Whole Child” to be an independent, self-sufficient member of society. Discovery Montessori wants to provide a sound foundation emphasizing character, concentration, independence and respect for others.

This parent handbook is designed as a reference tool for you to access information about Discovery Montessori Academy’s policies and procedures. The partnership between parents, teachers and administrators is key to a successful relationship and our goal is to provide understanding of the Montessori principles and DMA policies from the start.

Please familiarize yourself with the contents of this handbook and refer to it as needed throughout the school year. If you have any questions or comments, please call the Director at 404-767-5005.

Thank you and welcome to the Discovery Montessori Academy family!

The History of Discovery Montessori Academy

Discovery Montessori was founded in 2005 by Lori McCurry and her father, Timothy Scaff. Lori discovered the Montessori Method while investigating preschools in her area for her son Jacob. She fell in love with the philosophy; however there weren’t any schools in the area that followed Maria Montessori’s principles to the highest standards while accommodating the working parent. She wanted to provide an environment in which children have the opportunity to grow physically, emotionally, academically and in spirit. Each child is encouraged to reach his or her fullest potential at an individual pace. Along with her father’s support, Discovery Montessori Academy was created.

Discovery’s primary emphasis is on the natural development of children. This takes place in a structured, interactive environment guided by AMI trained individuals. Through active involvement in the classroom, children develop self-discipline and become self-directed, creating a working, real life model community.

Our AMI trained Guides lead the child to curiosity and meaningful work in accordance with Montessori principles of observation, individual liberty and preparation of the environment. AMI Guide certification represents a year of graduate work, providing the most thorough preparation in Montessori theory and practice.

Discovery Montessori Academy is located in the historic Buggy Works district of East Point. Although we are in a very urban area, we pride ourselves on being able to offer the children not only a beautiful “classroom environment” but we also provide them with a luscious private outdoor environment that includes a playground, gardens, lots of grass, and running space!

Fundamental Principles

Discovery Montessori Academy is committed to creating an environment for teachers and children where the Montessori principles can be applied. Staff development is the means to creating such an environment. Our AMI certified teachers as well as our aides and administrative staff are required to attend ongoing education.

The following is a brief explanation of three of the fundamental principles applied in the classroom.

v  Observation

v  Individual Liberty

v  Preparation of the Environment

Observation

Observation, as a Montessori principle, is a total sensory awareness of an event or occurrence. Such profound sensory awareness by the adult is comparable to that of the scientist—open-minded, non-prejudicial, inquiring, humble, patient.

Individual Liberty

The adult’s commitment to Individual Liberty permits mistakes to occur in the classroom. Coercion, force or control of the child is unnecessary. Dr. Montessori observed that such complete freedom of choice for the child is vital to enable such qualities as self-discipline and independence.

Preparation of the Environment

Preparation of the Environment views the source of misbehavior as being in the child’s environment. Thus, the Montessori approach to managing misbehavior and supporting the child’s inner psychic development is: control of the environment, not the child. The environment of the child consists of other children, the adult and the physical objects around the child. The adult’s own personality—attitudes, values, beliefs, and feelings—is notably most resistant to effective preparation. Therefore, Dr. Montessori considered as vital the inner preparation of the adult. Integrity, courage,

Patience and humility are the foremost qualities of an effective Montessori guide.

Combining the Principles

The effective Montessori teacher applies these three principles with children as a control of error which guides one in a creative process of conscious disengagement from direct involvement with the child. Dr. Montessori viewed this process as doing nothing. She stated that, “When I ask the child, ‘What can I do to help you?’ he is so kind to answer me, ‘Personally, please, do nothing. You can do nothing directly for me.’”

What A Montessori Teacher Needs To Be

By Maria Montessori

A superficial judgment of the Montessori Method is too often that it requires little of the teacher, who has to refrain from interference and leave the children to their own activity. But when the didactic material is considered, its quantity and the order and details of its presentation, the task of the teacher becomes both active and complex. It is not that the Montessori teacher is inactive where the usual teacher is active; rather all the activities we have described are due to active preparation and guidance of the teacher, and her later “inactivity” is a sign of her success, representing the task successfully accomplished. Blessed are the teachers who have brought their class to the stage where they can say, “Whether I am present or not, the class carries on. The group has achieved independence.” To arrive at this mark of success, there is a path to follow for the teacher’s development.

An ordinary teacher cannot be transformed into a Montessori teacher, but must be created anew, having rid herself of pedagogical prejudices. The first step is self-preparation of the imagination, for the Montessori teacher has to visualize a child who is not yet there, materially speaking, must have Faith in the child who will reveal himself through work. The different types of deviated children do not shake the Faith of this teacher, who sees a different type of child in the spiritual field, and looks confidently for this self to show when attracted by work that interests. She waits for the children to show signs of concentration.

In this work there are three stages of development:

1.  As guardian and custodian of the environment the teacher concentrates on this, instead of being preoccupied by the difficulties of the problem child, knowing that from the environment the cure will come. Here lies the attraction that will polarize the will of the child. The didactic material must be always beautiful, shining and in good repair, with nothing missing, so that it looks new to the child, and is complete and ready for use. The teacher, as a part of the environment, must herself be attractive, preferably young and beautiful, charmingly dressed, scented with cleanliness, happy and graciously dignified. This is the ideal, and cannot always be perfectly reached, but the teacher who presents herself to the children should remember that they are great people, to whom she owes understanding and respect. She should study her movements, making them as gentle and graceful as possible, that the child may unconsciously pay her the compliment of thinking her as beautiful as his mother, who is naturally his ideal of beauty.

2.  In the second stage the teacher has to deal with the children, who are still disorderly, with those aimlessly wandering minds, which have to be attracted to concentration on some work. The teacher needs to be seductive, and can use any device – except, of course, the stick – to win the children’s attention. She can do what she likes more or less, because as yet she upsets by her intervention nothing very important. A bright manner in suggesting activities is the chief necessity. Children who persist in molesting others must be stopped; as such activity is not of the nature that needs completion of its cycle.

3.  Once the children’s interest has been aroused, usually by some exercise of practical life, for the material has not yet suitable conditions for its presentation, the teacher withdraws into the background, and must be very careful not to interfere –absolutely not, in any way. Mistakes are often made here, as for instance by uttering an encouraging “Good,” in passing a hitherto naughty child, who at last is concentrating on some work. Such well-meant praise is enough to do damage; the child will not look at work again for weeks. Again, if the child is in some difficulty, the teacher must not show him how to get over it, or the child loses interest, for the point to him is just conquest of that difficulty, not the task in itself. A child who is lifting something too heavy for him does not want help; even for him to see the teacher looking at him is often enough to stop him working. As soon as concentration appears, the teacher should pay no attention, as if that child did not exist. At least, he must be quite unaware of the teacher’s attention. Even if two children want the same material, they should be left to settle the problem for themselves unless they call for the teacher’s aide. Her duty is only to present new material as the child exhausts the possibilities of the old. The child who has done some concentrated work may choose to show it to the teacher, to get approbation, and then he should have it ungrudgingly and sincerely: “How beautiful!” The teacher rejoices with the child over the flower of accomplishment.

Montessori teachers are not servants of the child’s body, to wash, dress and feed him –they know that he needs to do these things for himself in developing independence. We must help the child to act for himself, will for himself, think for himself . . . here is the child as he should be: the worker who never tires, the calm child who seeks the maximum of effort, who tries to help the weak while knowing how to respect the independence of others, in reality, the true child.rol of error which guides one in a creative process of conscious disengagement from direct involvement with the child. Dr. Montessori viewed this process as doing nothing. She stated that, “When I ask the child, ‘What can I do to help you?’ he is so kind to answer me, ‘Personally, please, do nothing. You can do nothing directly for me.’”

Partnership Agreement

The relationship between the family and the school is essential to success for the child. In order to ensure that the best relationship is formed, we enter into this Partnership Agreement with parents.

What does the school expect from parents?

• Make continuing efforts both to understand and to embrace the Montessori approach and to work in partnership with the school.

Discovery Montessori Academy desires parents who understand and embrace our mission. To that end, we help parents learn about the Montessori approach by providing information and opportunities for parent education throughout the school year. Parents are expected to attend regularly scheduled parent-teacher conferences, parent education events and to read articles provided. Also, parents should familiarize themselves with the philosophy, policies, and procedures contained in the Parent Handbook and other school publications.

• Demonstrate respect for all adults and children, the school, and the school’s programs.

Through your behavior, you contribute to your child’s moral development and to the culture and climate of the school. Model for your child respect: for themselves, their classmates, parents of classmates, teachers and other school staff. Respect begins with civility and deepens into trust. Our most fundamental behavioral guidelines for the children are: respect for self, respect for others, and respect for the environment. We expect the same from parents and school staff at all times and in all relationships within the school community. Support your child by speaking of his teachers, classmates and school in positive terms. Respect and abide by the school’s policies and procedures. Honor your commitments. Look for ways to make a positive contribution to the life of the school. Discovery Montessori Academy strives to build community through many different social events and volunteer opportunities.

• Strive to parent according to Montessori principles.

Learn as much as you can about Montessori principles as they apply to your interactions with your child and preparation of the home environment. Remember that you should never do for the child what he is able to do for himself. Prepare the home so that you allow your child to engage in all of the simple tasks of practical life. Children develop a love of learning and become responsible, independent and capable when parents’ values and expectations are consistent with those of the school. You have chosen Montessori education for your family. Extra academic activities are not necessary (working with your child at home, tutoring, outside math programs, etc.) and, in fact, undermine the Montessori principles. The Montessori philosophy is built on concrete experiences for the young child. Discovery Montessori encourages parents to eliminate, or at the very least, limit exposure to television and other electronics, including computers.

• Maintain active, direct and respectful, two-way communication with the school.

Read communications that are sent home including memos, letters, newsletters and calendars via Schoolicity. Inform the school in a timely fashion of pertinent changes in your child’s life as well as any changes to your contact information.

What can parents reasonably expect from the school?

• Discovery Montessori maintains accreditation by the Association Montessori Internationale (AMI) for all qualifying programs.

The Association Montessori Internationale was founded in 1929 by Dr. Maria Montessori to maintain the integrity of her life’s work, and to ensure that it would be perpetuated after her death. AMI accreditation ensures: an AMI trained teacher at the appropriate age level for each class; a consultation by an AMI trained consultant once every three years; a complete set of materials for each class from a manufacturer authorized by AMI; classes made up of children representing a three year age range, between 28-35 children in each class, including a well balanced division of ages to ensure social development; morning sessions five days per week for the full class, with an afternoon session consisting of two to three hours of Montessori activities for the older children in the primary class; an uninterrupted three-hour work cycle each morning.