FAQ
EDUCATIONAL METHODOLOGY AND PHILOSOPHY
Regarding academic work, we observe that self-improvement, the desire to discover new things and the aspiration to reach levels of mastery are powerful motivating forces within. The satisfaction of mastering a skill and researching and sharing knowledge is genuine and lasting.
When we witness a student’s joy and fulfilment in researching a topic, acquiring new information, and sharing it with their classmates, we are reminded of the true motivation that Montessori education fosters. These experiences form the fabric of our daily lives in the classroom, where self-determination and a love of learning are the primary drivers toward our students’ success and personal growth.
This comprehensive approach to education, viewing the child as a complete human being, equips students not only with cognitive and emotional skills but also with autonomy and personal and social skills. Our goal is not just to prepare students for the ‘real world’ but to empower them to be transformative participants in it. In Montessori, students don’t just absorb information; they become agents of change, capable of positively impacting their environment and wider society.
In a world of uncertainty and rapid change, human beings must develop not only their knowledge but also the skills, values, and aptitudes that support them in becoming innovative. Montessori education fosters these skills, cultivating a capacity to seek creative solutions to challenges and to sustain attention and critical thinking. Our students are prepared to understand complexity and see beyond popularised opinions or the information that reaches them through algorithms. These capabilities will be significant advantages in the child’s future world of work and personal development.
Good habits don’t mean overwhelming the child with schoolwork at home but rather encouraging them to manage their own learning responsibly. We have not encountered any resistance from students towards homework during adolescence; on the contrary, they demonstrate responsibility and self-direction in their homework.
The guide plays a crucial role in organising each student’s work, keeping daily records of their progress and providing personalised “work guides” tailored to their needs and learning pace. This approach promotes autonomy, exploration, and discovery, allowing children to actively participate in their learning process without requiring constant instruction from their teacher.
Moreover, we offer quarterly personal tutoring sessions for each family, providing a dedicated space to analyse the student’s individual progress. During these tutorials, we discuss specific achievements and areas of improvement, as well as any concerns or questions families may have about their child’s development and learning.
In our classrooms, we mainly use children’s and youth literature books, as well as books that provide information on various topics like history, animals, inventions, art, and more. We do not use traditional textbooks designed for specific courses. Instead, we encourage exploration and active learning through a vast array of resources that inspire students’ curiosity and creativity.
In the Montessori approach, students progress through different levels based on their maturity: the Infant Community, the Children’s House, and the Elementary Stage. Each classroom is organised into groups of various ages, which promotes the natural development of group values like cooperation, respect, responsibility, empathy, service, and the admiration of those with solid skills. These values are essential for meaningful and comprehensive learning. The youngest children learn these values by observing and interacting with the older ones. This modelling process creates a strong community in each classroom that lasts year on year.
Students in a Montessori environment gradually learn to manage their own learning. They have the freedom to choose what to work on or investigate at any given time, but this autonomy does not imply the option of “doing nothing.” The environment is always prepared with a wide variety of options to meet each child’s needs and interests.
As a result, children who attend Montessori schools develop solid self-discipline and a strong sense of responsibility towards their own learning and their community.
This task is not easy as it demands a shift in how we view adults’ role in the education process. It requires a deep understanding of child development and each child’s individual needs on their journey to development. As a result, adults in Montessori classrooms undergo specific training, endorsed by the International Montessori Association (AMI), recognised worldwide, to become Montessori Guides.
Moreover, the adults in our classrooms have teaching degrees in various areas, such as early childhood education, primary education, English teaching, and physical education, among others, in addition to their Montessori training. This combination of training enables them to provide comprehensive support to children, not just for their academic learning but also for their personal and social development.
SCHOOL ORGANISATION
https://www.juntadeandalucia.es/eboja/2022/115/BOJA22-115-00002-9492-01_00262782.pdf
Likewise, it is accredited as a foreign learning centre for the infant and elementary stages on Spanish territory by NEASC (New England Association of Schools and Colleges ). https://www.neasc.org/
As part of this commitment, we have obtained accreditation as an International School by NEASC (New England Association of Schools and Colleges ), one of the most prestigious organisations in 80 countries. Through three comprehensive visits, NEASC reviews our policies, procedures, and educational quality to ensure that we meet international standards of excellence.
In addition, we are proud to be part of the international network of ACE learning communities, which promotes continuous improvement. This approach guides us towards transforming our school into a learning community with an innovative vision of learning in today’s world.
We highlight that we have received the highest recognition from NEASC in key areas such as learning objectives, student engagement and autonomy, and learning space and time. These innovative and transformative practices position us as leaders in redefining the purpose and impact of education, preparing our students to meet future challenges.
In addition, we are accredited by the Montessori Quality Assurance Program overseen by the Spanish Montessori Association. Based on the principles of the Montessori International Association (AMI), this programme recognises schools with high-quality Montessori programs and promotes unified standards in Montessori education.
During the visit to our Infant’s Community classrooms, the observers highlighted the loving and respectful treatment of the adults towards the children, the welcoming and orderly environment, and the high quality of the materials available to the students. They also praised the dedication and teamwork of the teaching staff. These accolades reflect our commitment to excellence in Montessori education and inspire us to continue to innovate and grow as an educational community.
In Children’s House, the work cycle lasts 3 hours, from 09:00 to 12:00. After lunch, there is an additional hour for those who stay for lunch and are ready for a second work cycle.
In Elementary school, the first work cycle lasts for 3 hours, from 09:00 to 12:00, and the second lasts for 2 hours, from 12:30 to 14:30.
Children at our school who attend full-time have two outdoor play periods each day, one in the morning and one in the afternoon, from half an hour to 45 minutes. Children also often conduct research projects on topics like botany or insects in pairs or groups in the garden. Physical education classes take place once a week in the recreational spaces, lasting approximately two hours. The youngest children in the Infant Community spend even more time playing outdoors. Additionally, each classroom has its own terrace/outdoor classroom, which children can access to enjoy their snacks or work at any time of the day, as long as the weather permits.
Each child brings their midmorning snack from home, which they enjoy in the morning during the first work cycle. This snack does not replace the breakfast they should eat at home.
In the case of more serious conflicts, or if it becomes a worrying pattern, we communicate with families to establish plans and coordinate support and communication. If it becomes a more severe or ongoing issue, we create a specific intervention plan, following our positive behaviour policies and protocols.
We implement a preventive peace program throughout the year, which includes activities like “lessons of grace and courtesy,” the peace table, and the weekly emotional learning workshop. This aspect of school life is crucial in our school. We feel a great responsibility as agents of change, working towards a world where dialogue and debate replace harmful conflict.
If we identify that a student is facing difficulties in any area of development, we take specific steps to address the situation. First, our special educational needs coordinator conducts a detailed observation. If it’s determined that the student requires additional attention, we meet with the student’s family to explain the situation and request their authorisation for a more thorough evaluation.
Next, we conduct a comprehensive evaluation by collecting information from various sources and by observing the student in different contexts. We take the necessary time to ensure the resulting report is complete and objective. Once we establish a diagnosis, we work closely with the family to develop a personalised work program.
We aim to provide support within the classroom as much as possible. However, if the intervention requires a specific approach, we coordinate with the family and class teachers to organise time in the special educational needs classroom.
Moreover, we conduct quarterly evaluations to monitor program progress and adjust as needed. This comprehensive and collaborative approach ensures that each student receives the support they require to reach their full potential.
BEFORE ENROLMENT
Parents are then encouraged to observe a class session to gain first-hand information about the school environment. This observation can be scheduled on the same day of the visit or separately. Once these steps are completed, parents can submit an application form.
At this stage, we organise a parent-teacher meeting, during which the teachers provide detailed information about the classroom routine and discuss the child’s personality and academic achievements. Depending on the child’s age, they may also be invited to a school visit.
In this case, during the visit, the child spends time in a classroom, which allows teachers to observe their social interactions and evaluate their suitability for the Montessori environment. If necessary, a meeting can also be arranged with the Special Educational Needs coordinator.
Following these steps, the admissions director and teachers evaluate the child’s readiness, potential for positive interaction, and family commitment to the program to make an enrollment decision, which is communicated by the head of administration. Subsequent steps include payment of registration fees, receipt of a welcome package, completion of the administration process, communication through the Transparent Classroom platform, and finally, establishing a settling-in plan.
Furthermore, we offer discounts for families with more than one child enrolled in our centre. We provide a 20% discount on educational fees for the second sibling, and for the third, a 40% discount. If you have any questions or concerns, please don’t hesitate to reach out to us. We also offer a special rate for short-stay international families to ensure the extra work of adapting the program to their needs during a short time period.
Infant Community (1-3 years): This community consists of 2 linked classrooms and accommodates an average of 18 students with a maximum of 4 very young children.
Children’s House (3-6 years): We have one classroom with an average of 25 students.
Elementary (6-12 years): We have three classrooms, each with an average of 25 students.
Of course, it is very enriching to visit our centre and observe the classrooms to experience first hand what the environment is like, how everything works, and how the students learn, develop and spend their days.
To make an appointment, you can fill out the contact form or communicate through WhatsApp (+34 637494057) or email (hello@montessoricordoba.com).
AFTER MONTESSORI
In terms of their academic competence, they have proven well prepared, gaining positive results in exams and academic work.
Socially, they show skills that allow them to work effectively in groups, as well as the initiative to act as mediators in the classroom, organise alternative activities and participate in youth and cultural associations.
In terms of work habits, they are accustomed to self-managing their tasks and responsibilities, which allows them to adapt very well to the pace and demands of secondary schooling.
As a private educational institution, we are not affiliated with any public or chartered secondary education school. We are working on creating a secondary school for our students. It will take a few years to fully develop, but we hope to offer our students this option in the future.
We test transitioning students to observe their level of curricular competence. This is done with students who are going to move on to Secondary Education, with those who are going to change schools, or with those who find persistent difficulty in some area.
When a student is preparing to change schools, we ensure a smooth transfer of their records to their new center. In cases where the change is pre-planned, we carry out an assessment of the student’s level of curricular competence. This evaluation helps us analyse their skills in various areas just before the transition, offer support if needed, and ensure a smooth adaptation to the student’s new learning centre.
When Montessori children transition to a more traditional classroom environment, they may face certain challenges. However, their adaptability and strong academic and social skills help them adjust well. Although they may notice differences, such as following a teacher’s lesson plan instead of choosing their own work, teachers from other settings often appreciate the leadership and independent learning skills of Montessori children.
BILINGUALISM
It is important to keep in mind that language comprehension typically develops faster than oral expression, meaning that children can understand and follow instructions in English before they actively speak the language. Our students go through these phases in the acquisition of the second language:
- Pre-production: This lasts between 1 and 4 years, with a receptive vocabulary of up to 500 words. Children can repeat what they hear but do not yet produce language.
- Early production: They develop a vocabulary of about 1000 words and begin to speak in short phrases. They enjoy simple books and expand their vocabulary using visual resources.
- Speech Emergence: With a vocabulary of 3,000 words, they can communicate in short sentences and follow simple instructions. They can ask simple questions and understand simple stories.
- Intermediate fluency: With a vocabulary of 6,000 words, they use more complex sentences and are willing to share opinions. They can ask questions to clarify what they do not understand and find important information in texts.
- Advanced fluency: Appears after 7/8 years of immersion. They can use English in a similar way to a native speaker, talk about familiar and unfamiliar topics, and produce extensive conversations and written works. They continue reading and acquiring academic language.
Children who enrol in our school without understanding Spanish, and in some cases English too, work within an individualised language plan which ensures they are working on the language lessons they need for their stage of development in each of the school’s languages. We have very positive outcomes working with children in these circumstances who learn Spanish quickly within the social community and, with our personalised learning programme, are supported at their level instead of being thrown into learning situations they don’t yet understand. In some cases, the individualised plan includes opportunities to work in their mother tongue during the language development transition period.
Our school is renowned for its linguistic immersion program, which aims to equip students with academic proficiency in both English and Spanish by the end of primary school. Since 90% of our students have Spanish as their native language, we focus primarily on English. For non-native speakers, we establish an Individualised Language Plan with specific objectives.
This approach is particularly emphasized for children who join us before the age of 5. We create personalised objectives for those who join after that age based on their linguistic profile. We also distinguish between and incorporate aspects of language learning and language acquisition. Learning involves tasks such as listening, reading, and consciously producing language, while acquisition happens more naturally through exposure and interaction in an appropriate linguistic environment.
Our teachers exclusively use English when teaching children aged 1 to 6, with some exceptions made during moments of need when children have not yet reached a level of understanding in English. In the primary stage, students devote between 70% and 80% of their teaching time to English, with the remaining time dedicated to Spanish.
At our centre, children acquire English with the guidance of their teachers, who are also trained in teaching English as a second language.
We are partners in the creation of Bilingual Montessori: building better bilingual Elementary schools. You can see our work in this area here: www.bilingualmontessori.com
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