Alison Sherrill, Elementary Coordinator

The Elementary Level

Like our primary program, Arbor's elementary program is structured around the very specific needs and characteristics of this age child.

CHARACTERISTICS OF THE ELEMENTARY CHILD

REASON AND IMAGINATION

"Imagination is the eye that lets the child see back into the past and on into the future." Dr. Maria Montessori
The elementary age child no longer simply wants to know, "What is that?" He now needs to know “why” and “how,” and the way it all fits together. He is capable of using both reason and imagination to explore abstract things beyond the concrete here and now.

EXPLORING SOCIETY

The primary child works to learn about herself and her world through her "absorbent mind." The 6-12 child continues this exploration of the individual, but now she does it in relation to the larger society. "I want to do what I cannot see. Be part of the world I have not experienced. I have a need to assert myself." Elementary children are very social and interested in issues such as cooperation, fairness, and decision-making.

A NEED FOR TOGETHERNESS

The elementary child will seldom if ever be found alone. This is the age of groups, clubs, gangs, and cliques. He is exploring how to be a friend, how to be a leader or follower, and the rules of society. This is important for it prepares the child to take his place in society at the next leveladolescence.
At Arbor we give focus and purpose to this natural desire to group. Group lessons, work and discussions are important parts of the learning process. As they collaborate on projects children learn to identify and share their particular strengths and skills. Various social skills are necessary to make these collaborations work effectively. Through activities that build group cohesion and teach conflict resolution, the children learn skills and tools that encourage cooperation, give them a chance to govern themselves as a class, and teach them the skills to solve their own problems.

EXPLORING RIGHT AND WRONG

The 6-12 child is very interested in what is correct behavior. Although he may not always keep the rules himself, he is a constant watchdog that everyone is following them. Teachers assist the child in sorting out how to act in different situations, learning basic rules of courtesy, and understanding what is considered right and wrong in our society.

DISCIPLINE AND PROBLEM SOLVING

Our approach to class management is to help the children learn that they are responsible for what they do and that their actions have natural consequences. The basic rules are explained the first day and the children are involved as much as possible in the formulation of new rules. Whether the problem involves only two people or the whole class, we help them learn how to solve these problems on their own.

THE CURRICULUM

Structure: Maria Montessori called the elementary curriculum cosmic education because its goal is to expose the child to the whole range of human knowledge in an integrated approach to learning.

The context for the elementary curriculum is established in an overview of the history of the universe. As they study ancient civilizations the children discover that mathematics, language, history, botany, geography, music and art all developed from basic human needs. This understanding fosters in children a love for learning and an eagerness to take their place among the community of learners.

Content: At the lower elementary level, lessons are primarily presented through the use of Montessori materials and exercises. The transition to more abstract thinking and the reliance on books and other research materials begins at this level and continues through the upper elementary level.

Mathematics concentrates on basic operations, the decimal system, and beginning geometry through the use of hands-on manipulative materials. Basic concepts of Algebra, such as squaring and cubing, are also explored. Exploration of math skills through the Montessori materials forms the foundation for a smooth transition from concrete to abstract understanding.

Language Arts emphasizes writing, grammar, and sentence analysis. Reading skills acquired at the primary level are continually enhanced through direct applications in the classroom such as, literature, poetry, and book discussion groups.

Geography and Science focuses on history, world geography, earth sciences (such as the formulation of volcanoes and the work of rivers), as well as the areas traditionally called Social Studies (such as economic geography and basic human needs).

Art and Music classes are offered weekly. Spanish Language lessons, taught by a native speaker, are part of the regular classroom.

Physical: The structure of the Montessori classroom allows children freedom of movement throughout the day. In addition, children have about 30 minutes of outdoor playtime daily when they may choose to participate in a structured game, organize their own activities, or just relax.

Outdoor Programs: Beginning in 4th year, students participate in extensive outdoor programs that explore Georgia’s rich bio-region.

Research Skills and Critical Thinking are introduced to enable independent study. In this process, the library, computer and other reference materials become an important resource. Research results may be communicated through written reports, poetry, artwork, demonstrations and dramatizations.

Time Management: At this age, children begin to take responsibility for organizing and managing their own time. Lessons generate follow-up work, which must be completed on schedule. Work diaries and other techniques are introduced to teach effective time management. These experiences become the foundation for self-motivated and disciplined study.

Choice: Freedom of choice is important to the Montessori classroom. This choice, however, is based
on knowledge. The child is not free to do nothing or to choose merely whatever is interesting, but must operate
within the structure of the curriculum. She is expected to complete work in a timely manner. If these responsibilities are not accepted, the freedoms of the classroom cannot be retained.

EVALUATION OF STUDENTS

The teacher and student go over lessons and follow-up work together. Our goal is to help students identify their individual strengths and weaknesses as they assess their progress. Regular tests administered to the upper elementary students help them become comfortable with test-taking and give them practice in expressing clearly what they have learned. Beginning in their fourth year of the elementary level, children take a standardized test, the ITBS (Iowa Test of Basic Skills). Parent teacher conferences, with written evaluations, are provided twice a year.