- Toddler: This class meets five days a week for three hours in a small group setting. The environment is equipped with appealing materials specially designed for the development of children two to three years of age. A toddler’s vocabulary grows through discovery and talking about activities using appropriate language for functioning in the group. Patience develops by working with others and learning to care for one’s own things. Toddlers also develop independence, self-reliance and self-discipline through daily “work” and social interaction.
- Primary: This class meets five days a week for three hours in a group of twenty. Each child’s rhythm of growth is respected in the environment while developing order, concentration, coordination, and independence. Sensorially, children order and classify the impressions of their senses. Academically, children explore a variety of disciplines including language, math, geography, science, music, foreign language, and art.
- Extended Day: This class meets five days a week for a full school day. The class is available for Kindergarten age children. During their full day of academically challenging “work”, children develop a high degree of self-confidence, independence, and enthusiasm for the learning process.
- Elementary: Both Junior and Senior elementary classes offer a rich environment where the six to nine and nine to twelve year old child is self-motivated to learn. Including traditional course selections, Cimarron Montessori School offers algebra, geometry, biology, chemistry, world history, physics, foreign language, and computers. Emphasizing individual respect, the students are not held back by grade level, but encouraged to extend themselves as far as possible. Accommodating the need to socialize, children often choose to work or converse together, sharing information and ideas. Meeting for a regular school day the elementary child carries on learning in a sensitive, respectful, and caring setting.
Childcare is available for Extended day & Elementary students before and after school.
*Cimarron Montessori School is a Montessori Institute of America Affiliate*
working alone or in small groups, children follow their natural
interests, practicing familiar work and attempting new challenges.
The Montessori educator recognizes that his or her role is not so much to teach as to inspire, mentor and facilitate the leaning process. The real work of learning belongs to the individual child. Because of this, the Montessori educator remains conscious of his or her role in helping each child to fulfill his or her potential as a human being and therefore knows that the primary educational responsibility is one of creating an environment for learning within which children will feel safe, cherished, and empowered.
educators train to identify the best response to the changing interests
and needs of each child as a unique individual learner. Because they
truly accept that children learn in many different ways and at their own
pace, Montessori educators understand that they must “follow the child”
adjusting their strategies and timetable to fit the development of each
educators organize appropriate social settings and academic programs
for children at their own level of development. They do this to a large
degree through the design of the learning environment, selection and
organization of learning activities, and structure of the day.
Montessori educators are filled with hope in the development of each child’s full human potential as a person of learning and virtue.
- Education is life in progress, beginning at birth.
- The teacher is the supporter and guide, not the leader, lecturer.
- Lessons given based on the individual student’s development & progress
- Learning follows a psychological order. New materials are presented, as the child is ready.
- Motivation is self-initiated through a stimulating, interesting environment.
- Discipline emerges from the child himself in the form of self-discipline through freedom within responsible limits. He develops self-respect and in turn respect for others.
- Control of error is inherently a part of the learning material itself. The child can recognize and correct an error by himself. Pleasure and self-confidence are derived from success and good feelings from accomplishments.
- All Montessori classrooms are “prepared environments” which possess a certain order and disposes the child to develop at his own pace, according to his own abilities, and in a noncompetitive atmosphere.