List of Schools in Southern Africa
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Foreword: It is the view of the SAMA, that a successful Montessori School incorporates the following Essential Elements ...
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| 01. |
Conformity with all local and national laws and regulations pertaining to schools. |
| 02. |
Teachers who hold a Montessori qualification at NQF level 5 from a training institution registered with the ETDP SETA. |
| 03. |
Teachers who continuously upgrade their skills and knowledge through attending on-going Montessori and other
training workshops, and reading books or articles on childhood development and parenting. |
| 04. |
Mixed age groups per environment/class i.e. 3-6, 6-9 and 9-12 year olds in one class. |
| 05. |
A classroom that is fully equipped with Montessori didactic materials in all areas of the Montessori Curriculum. |
| 06. |
An uninterrupted work cycle of a minimum of 3 hours. |
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| 07. |
Adherence to the Montessori creed of 'follow the child' thereby ensuring that children are not forced into activities that are not appropriate to their particular developmental stage. |
| 08. |
A teaching approach that must include all subject areas as an integrated whole (Cosmic Approach) thus showing the child the interrelatedness of everything. |
| 09. |
Each child's freedom to choose any activity previously shown, that they wish to practice and sometimes perfect, for the process of developing themselves. |
| 10. |
A 'peace education' that is highly valued and practiced by all children and teachers in the school.
The Montessori philosophy dictates that all individuals, including children have the right to respect and dignity. |
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Is a Montessori school the right place for my child?
Yes! For your assurance, a successful Montessori school strives to answer each of the following questions positively, and SAMA assists them in this ideal. |
Q.
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Are the children: ... |
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Respected at all times so that their personal dignity is constantly upheld?
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Given the responsibility for their actions and choices and so encouraged to develop spontaneous self-discipline?
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Free to learn at their own pace?
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Allowed to work undisturbed, either by an adult or another child?
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Working with real objects?
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Free to choose activities that interest them, even though the choice may be to avoid the academic area all day?
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Free to do individual or group work?
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Free to work at a table or on a mat on the floor?
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Free to choose any activity from a shelf although it may be too advance for him/her (one can always turn it into a positive activity for the child, e.g. to polish or dust it)?
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Given access to work that engages the hand and the mind?
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Given unlimited opportunity to repeat any activity as long as she/he likes?
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Working for the satisfaction of doing the activity itself, rather than motivated by some external reward, e.g. you can go outside after you have done something indoors?
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Allowed to sit quietly doing nothing (in solitude)?
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Given indirect presentations before receiving presentations, e.g. many I spy games before being presented the sand paper letters?
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Writing before reading?
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Is your environment very ordered, with a place for everything and everything always in its place?
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Are the shelves low so the activities are displayed at the child’s height and narrow so the child can successfully lift materials off the shelf and put them back?
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Does the child’s work cycle include fetching his/her own materials and putting them back ready for the next person to use?
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Is each activity arranged and set up in a progressive and orderly way?
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Do the children care for the order in the environment?
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From :
'Letter from the Chairman' – Pru Ramsey
'Follow the Child' journal of the Montessori Society of Southern Africa,
Spring 1995.
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