The goal of a Montessori education is to develop your child’s love of learning so that she/he keeps it throughout life. The child who transfers out of Montessori has a positive attitude towards school and self- discipline and responsibility. Most children transferring from Montessori to a public school adjust easily to their new classrooms.

Research proves that your child's highest level of learning takes place from birth through age 9. This period of development is when your child will absorb and learn more than any other time in his/her life. This is also the time your child will learn the joy of knowledge and the excitement of learning new skills. The gift of learning independent study skills in our carefully prepared class environment is an advantage when it is time for your child to move on.

The Montessori system has been used successfully with children from all socio-economic levels, representing those in regular classes as well as the gifted, children with developmental delays, and children with emotional and physical disabilities. There is no one school that is right for all children, and certainly there are children who may do better in a smaller classroom setting with a more teacher-directed program that offers fewer choices and more consistent external structure.

Here in the Portland area, we have many elementary Montessori schools from which to choose. In Montessori elementary, the curriculum is comprehensive, covering the basics as well as more advanced skill levels. When children leave a Montessori program, we strive to help them leave with inner self-discipline; a positive attitude toward others, school and learning; self-esteem and the ability to concentrate on tasks. Often, but not always, they are ahead of their peers.

Many parents ask how their child can make a successful transfer from Montessori to a conventional school. The habits and skills, which a child develops in a Montessori class, are good for a lifetime. They will help them to work more efficiently, to observe more carefully and to concentrate more effectively, no matter where they go. If they are in a stimulating environment, whether at home or at school, their self-education - which is the only real education - will continue.

Most children appear to adjust readily to new classroom situations. In all likelihood this is because they have developed a high degree of self discipline and independence in the Montessori environment, and because of the adaptability of young children in general.

The essential element of any Montessori school is the fully-trained Montessori teacher. A good starting point is a group of parents who want Montessori for their children. The next step is to look into state and local requirements for schools, such as teacher training, facilities, class size, etc. Selecting a site and making sure it meets applicable building codes is also an early part of the process.

Exceedingly well! Guidance counselors and admissions officers from the area's most demanding private and public schools consistently report that our students excel in their new environments because of their knowledge base, their poise and confidence, and their eagerness to learn. We have a reputation for working with children to help them become "confident achievers.

One main difference is the difference in funding sources; public Montessori schools are supported in the same manner as other public schools; private Montessori schools are funded through tutition fees, fundraising and other private sources. Also public Montessori schools are subject to the mandates of federal and state education boards and private have a greater degree of freedom to implement the Montessori Philosophy as they see fit.

Research studies show that Montessori children are well prepared for later life academically, socially, and emotionally. In addition to scoring well on standardized tests, Montessori children are ranked above average on such criteria as following directions, turning in work on time, listening attentively, using basic skills, showing responsibility, asking provocative questions, showing enthusiasm for learning, and adapting to new situations. I recently observed a Montessori classroom for a day.

The classroom contains what we consider 5 different areas of learning (although they are well integrated in the experience of the children)- practical life, sensorial development, language, mathematics, and cultural studies (geography, art, music, etc.). The children receive individual and small group lessons in each of these areas and are free to work with these activities at any time.

All children play! They explore new things playfully. They watch something of interest with a fresh open mind. They enjoy the company of treasured adults and other children. They make up stories. They dream. They imagine. This impression stems from parents who don't know what to make of the incredible concentration, order, and self-discipline that we commonly see among Montessori children. Montessori students also tend to take the things they do in school quite seriously.

Children of all ages have many different interests. Just like local public schools, children may have other friends when they are involved in sports, clubs, church, or other extracurricular activities. Montessori encourages children to become an active part of their community. Children are still capable of playing with neighborhood children after school hours, and usually have more time to do so due to the Montessori homework philosophy.

Each child progresses at his/her own rate - no child is ever prodded to do work for which he is not ready.

Spring Hill Montessori is located on a quiet residential street in west Cambridge's Huron Village. Access Blakeslee Street from Reservoir Street. Blakeslee Street runs one-way towards Huron Avenue.

No, quite the opposite. Newfound is very teacher directed and emphasizes teacher directed activities. Direct instruction, an educational "best practice" developed by Robert Slavin at Johns Hopkins University, is one of many teaching strategies that are used. Students who are on the autism spectrum or having many other learning challenges need a structured as opposed to an unstructured day.

Students entering kindergarten next year will be assigned to their close-to-home school. But if they have an older sibling in another school, they will be automatically assigned to the sibling’s school. However, parents who want their incoming kindergartener to attend the close-to-home school will need to submit a request to the district by visiting any school. Parents of incoming kindergarteners also can apply to get into a magnet or fundamental school.