Fruita MontessoriHandbook

2015 - 2016

Mission Statement Fruita Montessori’s mission is to nurture and preserve each child’s naturalcuriosity for learning, thereby providing an “education for life” in which studentsdevelop socially and academically to their fullest potential.

The Purpose of Montessori Education The Montessori Method of teaching young children is based on the methods and philosophy of Dr. Maria Montessori, an Italian physician and educator (1870-1953). Dr. Montessori’s work extended over many years and over three continents. It includes specially designed materials, which were refined through observation of children. She has written numerous books, which are available through bookstores and libraries. A Montessori school provides a secure, orderly, stimulating environment based on the basic concepts discovered by Dr. Maria Montessori. It is more than just a method of learning; it is a way of life. A Montessori school begins with love and respect for the child. Dr. Montessori believed that no human being is educated by another person. He must do it himself or it will never be done. A truly educated individual continues learning long after the hours and years he spends in the classroom because he is motivated from within by a natural curiosity and love for knowledge. Dr. Montessori felt, therefore, that the goal of the early childhood education should not be to fill the child with facts from a pre-selected course of studies, but rather to cultivate his own natural desire to learn. In the Montessori classroom this objective is approached in two ways. First, the child is allowed to experience the excitement of learning by his own choice rather than by being forced. Second, the teacher helps the child to perfect all his natural tools for learning so that his ability will be at a maximum in future situations. The Montessori materials have this dual long-range purpose in addition to their immediate purpose of giving specific information to the child. We believe that:

Developmental needs of children are universal and transcend cultural differences. Children have within them a natural urge to explore and discover the world around them and find

joy in learning when they are actively engaged in the learning process. Children learn best when competencies are fostered through repetitive, successful experiences

and failures are de-emphasized. Children internalize concepts and skills at their own pace. Children learn best in an environment of mutual respect and one that provides opportunities for

cognitive, social, emotional, moral and physical growth. Children need opportunities to make choices. These choices foster independence, self-esteem and

self-discipline. Heterogeneous and multi-aged grouping provides opportunities for peer teaching, sharing and

natural social development. A multi-sensory approach maximizes learning because it provides for individual learning styles.

Our Goals and Objectives To guide children in their natural development. To provide rich experiences. To stimulate growth and socialization. To provide tools to help acquire skills. To foster independence. To encourage creativity. To create a love of learning. To develop the child’s potential to the fullest.

Primary Curriculum & Class StructureThe goal of the primary curriculum (for children ages 3 to 6) is to help the child develop mastery of self and environment, self-discipline and social competence. At this period in a child’s development, rather than force him to follow a pre-selected course of study, our curriculum allows him to cultivate his natural desire to learn. To facilitate this goal, the role of the Montessori teacher is to provide amulti-sensory environment filled with hands-on experiences. Before the age of 7, children have a sensorial relationship with their environment. Bearing this in mind, Dr. Montessori prescribed an enriched classroom where a child could handle materials to educate himself in math, language, geography, science, art and music. Using methods and materials developed by Dr. Montessori, the teacher provides a sequence of tasks sufficiently challenging and interesting to engage the child.To follow the child’s natural curiosity and allow him to progress at his own pace, tasks are not forced upon a child in school. There is a balance of mental and physical activity with emphasis on the process of learning rather than the product of learning.

Practical LifeThe exercises of practical life are those daily activities that help the child acquire independence, coordination of movement, concentration, and lessons of grace and courtesy. Activities include elementary movements needed for independence, care of one’s self, care of the environment and social relations. In the Montessori classroom, materials used for daily living skills are child-sized and easy to handle, and the activities are interesting for the children to perform. The exercises of practical life lay the basic foundation for all other areas and provide indirect preparation for sensory integration, logic and language.

Sensorial ExercisesSensorial education is central to the Montessori method. In all areas of the curriculum, the child learns concepts through a multi-sensory approach. Impressions absorbed by the young child need to be categorized, distinguished and compared. To achieve these goals, we introduce materials to sharpenvisual, auditory, olfactory, tactile, stereognostic and chromatic senses.

Like the practical life material, the sensorial material is another set of indirect building blocks for the children’s academic success. The sensorial material is a set of equipment that is specifically designed to isolate one specific quality- color, size, shape, texture, smell and the gradations of each of these qualities. As the children work with the sensorial materials, they are able to refine their senses.The sensorial materials also aid in giving the child specific language for each isolated quality: large/small, red/green, soft/hard, rough/smooth, sour/sweet, and fragrant/pungent.

MathematicsIn a Montessori class, math is first presented to the child in concrete form. Perception of similarities and differences, seriation, functioning of the decimal system and the four arithmetical operations are taught using concrete math materials. The vocabulary and symbols are introduced as the child is ready forthem at each stage of learning. Memorization of facts is done by manipulation of materials rather than by rote learning. As the child begins to understand a mathematical concept, he discards the materials and moves into abstract work.

LanguageLanguage is of the utmost importance in a Montessori class. From “I Spy” word games to word and sentence analysis, various aspects of language are made available to the young child. The Montessori Reading Scheme is based on phonics and is introduced to the child through the use of concrete materialssuch as the sandpaper letters and movable alphabet. Story time and musical games enhance the child’s language experience.

Cultural AreaOur cultural area presents an introduction to people and nations around the world. It begins with the concept that we all have fundamental needs, but each culture, as a result of different climates and traditions, satisfies their needs in a different way. Included in these materials are the puzzle maps of each continents, the flags that go with them, folders with photographs of the life on each continent, animals from around the world and a variety of additional cultural items for the children to explore.

ScienceLike the cultural area, our science area builds the child’s interest in the world around them. We introduce the beginnings of classification - organic/inorganic, plant/animal and vertebrate/invertebrate. In each of these areas there are activities such as creating land and water forms from clay or identifying which animals live in the air, on the water and on land. We have 3 sets of rocks that the children enjoy naming and hearing stories about - igneous, sedimentary and metamorphic. Parts puzzles and books help the children learn the parts of the animals. As they work with the science activities and begin to create projects in their area of interest, the children also develop their math and language skills through scientific calculations, written reports and other means of recording their science work!

Art At this age level, the children begin gaining muscular control over their movements and their abilities to hold a pencil, crayon, paintbrush, etc. Like the other areas in our classroom, the art area has activities and materials the children may use at any time throughout the day. Art activities provide the children with a means of expressing themselves through artistic language. Each of the activities helps the child improve in a particular skill area. We have exercises for cutting, coloring, gluing, painting, watercolor,sketching, mosaics and more. Children will also be exposed to artists and their work.

Music

Music is not only enjoyable, but integral to the developing brain. We will explore a variety of styles of music and instruments, as well as composers.

Outdoor EnvironmentOur outdoor environment has two components. First it provides the children the opportunity to work in the garden, care for the plants and flowers, work with real tools at the work bench, and to observe and interact with the natural world as he or she moves through it. Secondly, balls, a sandbox, basketball hoop, tricycle and additional “play” activates are provided. Both components allow the child to practice concentration, social interactions, and gross motor skills and fine motor skills.

In the near future, we would like to add egg laying chickens and lambs to our outdoor environment.

Academic ToolsAs equally important as building our academic understanding is building the tools which help us to figure out how to learn. As the children work in the different areas of the classroom, we assist them in the development of: patience, problem solving, asking for help, figuring out what they are interested in, asking for a new lesson, taking on challenges, doing things for themselves to help build their confidence and developing positive and healthy social skills.

Social SkillsAs our children grow, they see that people relate with one another in a customary manner. We say ‘hello’ to greet each other, shake hands when we are introduced to a new acquaintance, etc. Some of this is absorbed by watching parents, friends and older siblings. By watching us, children learn to say hello, goodbye and thank you at the appropriate moments. For additional understanding, we teach a specific series of lessons called ‘grace and courtesy lessons’.

These lessons focus on respecting the other children and their activities, handling mistakes, sharing information accurately, communicating gently with each other, how to eat beautifully together at lunch time, how to take care of themselves and their classroom and developing an awareness of their impact on others.

The academic tools and the social skills form a firm foundation for each child’s academic success. How we learn and relate to others tends to determine our success more often than what we learn!

Our CommunityOur purpose in building the school is to create a welcoming place for people, children and adults alike, to enjoy learning at their own level and their own pace. Sometimes we learn more about a topic we are passionate about and other times we are learning about ourselves and how to work at a deeper level with each other and the children. Dr. Montessori wrote about the 4 planes of development that she studied, but I have observed (and I think Montessori would agree!) that we continue to grow and develop throughout our lives.

A thriving community is created by the unique qualities and input of each of its participants. Each member of our community is a needed and special piece of the whole and is recognized as such. This

environment is intended to give us a safe, comfortable, joyful place in which to follow the paths we would like to pursue.

CommunicationCommunication is the key to having an amazing community! Ask these four questions if you are communicating something that feels difficult:

Is it thoughtful? Think about the person to whom you are offering the communication. How are the words going to impact that person?

Is it honest? The intention is to communicate a gentle truth and an opportunity for connection. Sometimes the most difficult communications can be an opportunity to develop a deeper relationship.

Is it caring? Put yourself in the shoes of the person to whom you are communicating. Even if what you are communicating is challenging, use words that also encourage.

Is it purposeful? For what purpose are you communicating? When we chat, we are sharing our lives and stories with each other and the conversation often flows all on its own. Other types of communication fall into one of these categories: offering encouragement, offering information, helping someone clarify their thoughts or sharing a challenge. Know why you are communicating!

Communicating with ChildrenI find that these four questions are keys to bridging the gap between what children know and what they are able to express. Often, they cannot express the immense amount of knowledge they have inside them and I find that our words truly can quickly become walls for them and their connection with us.

It’s so much fun to use humor and play in our language with children! However, as a foundation for acclimating to our culture, children require honesty and accuracy in our language. That means giving them just as much as they are requesting, as long as they are interested and that our language is as carefully accurate as we can make it. Young children have not yet learned to extrapolate or use context clues, so they need something much more literal that we, as adult speakers, do.

Communicating with a TeacherWe love to share your child’s progress with you and/or discuss any concerns or questions that come up.Feel free to call, text or email me with any questions or concerns, or to make an appointment to meet.

Drop off and pick up are often seemingly the easiest moments to ask questions and pass on information. However, we encourage parents to make only brief comments at these points, as engaging the teacher in a lengthy conversation while she is with other children creates a safety concern for the other children in her care.Parent visitors are always welcome to come in, sign in and observe from the visitor’s chair, if it is available. Making an appointment to observe is a great way to ensure that the chair will be open.

Our Classroom

Arrival/Dismissal ProcedureSchool begins at 8:30 a.m. We ask that you arrive with enough time for you to sign in, and for your child to put away their belongs, and be ready to start class at 8:30. Students who habitually arrive late miss important morning instructions as well as creating a disruption to the rest of the class. Please walk your child into the classroom and sign them in. The sign in sheet is located just inside the front door. This is an important safety measure for ensuring the number of children present each day!

Please allow your child to carry his/her own belongings into the school each morning. This is an important part of building independence.

Children are to be picked up at 12:00 for half day program or 3:00 for full day. We will be outside, as long as weather permits. When picking up your child, make sure to sign them out.

There is a 10 minute grace period after each dismissal time. Starting at 12:10 or 3:10, a rate of $10/hour will be charged.

Orientation PeriodThe first few weeks of school may be somewhat tearful and your child may have misgivings about going to school. This is a natural response to the change of a new school situation. Because the child will already have met the teacher and visited the classroom with the security of the parent’s presence, we ask that you smile assuredly, say good-bye, and leave quickly. Prolonged good-byes usually increase, rather than alleviate, a child’s anxiety. If you trust that you are leaving your child in a safe environment then your child will feel good about coming to school. If you have anxiety, so will they. The teachers greeting at the door will help your child. The children soon become accustomed to the morning ritual. During this orientation period your child will gradually be introduced to the classroom environment. The children learn where the bathroom is located, where to hang coats, general classroom procedures and ground rules. It is possible that during these first few weeks of school adjustment your child may seem unusually tired or irritable, or may temporarily regress in certain areas. This is normal behavior.

AttendanceEvery effort should be made to be at school every day because absences disrupt the sense of order of the child and individual lessons are missed. Try to plan family vacations during school closures. If your child will not be at school, please call and let us know.

AbsencesAs soon as you know your child may be absent, please let us know by phone or message. If your child will be traveling, please let us know ahead of time. If your child is absent due to illness, please let us know what type of illness so that we can watch for symptoms in the other children. There are no refunds for days that are missed due to illness or traveling.

Clothing and Personal Belongings

In each classroom, there are coat hooks by the door where the children can hang their lunch box, backpack and coats. We go outside every day, so help your child to arrive at school prepared in the winter with waterproof boots and mittens, snow suit, warm hat and perhaps an extra sweater.

If the weather is excessively hot or cold, the staff will create indoor activities and games for the children during their normal outside time.

Please dress your child in comfortable clothes, appropriate for the weather; we try to let the children experience all kinds of weather.

All children should be dressed in clothes and shoes that he/she can take off and put on themselves. No overalls. This will help them be successful and independent.

Each child will need a pair of moccasins, slippers or ballet slippers that can be kept at school to change into each morning.

Rubber soled shoes are preferred; flip-flops, crocs, clogs, high-heels are not appropriate for safe play.

Keep in mind that we allow the children to experience many materials, some of which may stain fabric. We make every effort to keep them covered with a smock or apron but accidents do happen.

All children should keep a change of clothes at school. All children need to have a cloth bag with their name on it, or a backpack, for carrying items to and

from school.

It is very helpful to the child’s confidence if they are wearing clothes that they can easily take on and off, particularly if they are relatively new to getting to the toilet quickly! Stretchy waistbands instead of snaps and shirts that are slightly loose and stretchy are very helpful even for the older children in the event that they would like to change after playing outside.

All children are out of diapers, toilet training is completed and the children are using underwear. But we know accidents happen. We request you send at least one set of extra clothes, season appropriate, in the event that a child wets their clothes on the way to the toilet or gets wet and muddy outside. We encourage them to change their own clothes but help only when needed.

We ask that toys and similar “play” items, lip balm, jewelry, vitamins, cough drops and medicines be left at home. If your child has items of special interest which he or she wishes to share with the class, they can bring it in to share on their sharing day. If your child should come home with an unfamiliar object, please return it to the school, as it may be an important part of the school equipment.

ConferencesConferences will be held in December and again in May. If you would like a conference before either of those times, please call or email to set one up.

Discipline Policy

We adhere to the Montessori Method of education and discipline. We use positive and creative methods of discipline that are appropriate to the age and developmental level of the child. When your child first enters the classroom he/she is given many lessons in the practical life are; these include lessons on the social graces, care of self and care of the environment, watching without disturbing, walking around a rug, interrupting, asking for help, speaking kindly, and sitting in a group. All of the practical life work helps the child to develop self-control and to adapt to his environment. Because we model for the child what we want him to do we can stay positive rather than constantly telling him what not to do.

In the event that we have worked with a child and have seen no noticeable improvement, and the child continues to create a disruption to the other students, the parents are contacted and are asked to have a meeting with the teacher and director to find a good solution.

Snacks and LunchPlease be sure that your child has a balanced breakfast before school each day. We will offer a snack that will include such foods as fruit, vegetables, crackers, yogurt and pretzels to our students in class. Your child will need to bring a lunch each day. Please avoid packing highly sugary items - cakes, candy, snack bars with candy in them, highly sweetened yogurts, etc. Also, try to avoid highly processed foods like Lunchables and Gogurts. There are a few things you can do to help your child have a pleasant lunch experience and aide his/her independence.

Pack food that can be eaten in any order Caffeinated drinks, candy and gum are prohibited. Use easy to open containers that your child can open on his own. Children love foods that are cut up into small bite size pieces - small bits of turkey and cheese, rather

than a full sandwich. Children love to fix their own lunch! Consider packing a lunch that your child can put together at

school - for example, pack two slices of bread, a spreading knife and a small container of peanut butter.

Children also enjoy making their own mini sandwiches or spreading their crackers, or dipping vegetables! We want to include as much fresh food as possible

Have your child choose his food from options you give and pack his own lunch. Invite your child to assist with lunch preparation. Invite them to cut up fruit or vegetables, spread the peanut butter, or place their lunch into the containers.

Let your child carry his own lunch into the school and put it away himself. Every child must have a water bottle with their name on it that can be left at school. Meals are a social time as well as eating time for our culture and your child is just learning this.

Helping children become involved with packing their lunch is more than preparing food. Packing a lunch involves fine motor skills, planning ahead, organizing and making choices and decisions. These are all very important academic skills that can be learned by taking a few extra minutes each evening to put together a lunch!

Because of all that goes into the mealtime at school, your child may not eat as much as you think he should. We will send home any uneaten food when possible. Please be aware that your child has many opportunities to eat throughout the day; snack times, food preparation work and lunch.

If your child has any food allergies or restrictions, let us know so we can provide snacks that will accommodate.

Children with Special NeedsBecause the Montessori curriculum is individualized to meet the needs of each child, many children with special needs do very well in a Montessori setting. However, we are not set up to accommodate children with exceptional needs or behavioral challenges and each case will be decided on individually by a collaboration of the staff, the parents and the director to decide if our school would meet the needs of the child.

Illness/Injury/MedicationsIn order to help support a healthy environment at school, as we greet the parents and children each morning, we observe the children for signs of illness. This includes:

green/yellow discharge from the nose any open sore around the nose or mouth. Sores must be completely healed or a doctor’s note signs of lethargy due to beginnings of a fever or cold diarrhea unidentified rash unidentified eye infection

In order to protect the health of the teachers and other children, we ask that children not attend school if they are showing signs of communicable illness, or if they are unable to participate fully in the day, including outdoor activities, as we are unable to supervise them separately from the rest of the children. When children are showing signs of illness, rest at home is the best means of recovery for children. Children who have had a fever must be fever-free for 24 hours, unmedicated, before returning to the classroom.

Create a “Plan B” ahead of time for who stays with your child when they are ill, so that you are not caught in a pinch.

If a child becomes ill or injured at school, the teacher takes necessary steps to keep the child comfortable and notifies the parent. We fill out an Illness and Injury Report and contact the parents or emergency contacts to collect the child, if needed. In an emergency, if a parent cannot be reached, we will accompany the child to urgent care or the hospital.

We do not administer medications in class, with the exceptions of an Epi pen or inhaler to be used in emergencies. We ask parents to administer any needed medications before school begins, or after class. We assist a child in applying sunscreen if sunscreen is sent in the child’s backpack and is labeled with their name. Some Common Childhood DiseasesFollowing are a few facts about the common communicable diseases of childhood for your information from the Department of Health and Mental Hygiene.

Chicken Pox - Incubation period 14 to 21 days. Symptoms include slight fever, pimples, blisters and/or crusts in different stages. Excluded from school until lesions are scabbed over. Period of communicability: not more than 1 day before or 6 days after appearance of rash.

Fifth Disease - Incubation period is 4 to 14 days. Symptoms are “slapped cheek” appearance with red, raised area on face - may have sore rash elsewhere. Excluded from school until seen and diagnosed by a physician.

German Measles - Incubation period is 14 to 21 days. Mild rash with enlarged glands on back of neck. Permitted to return to school 5 days after onset of rash. Period of communicability: after start of rash and catarrhal symptoms to 4 days.

Head Lice - Symptoms: persistent itching in the scalp. An insect about 1/8” long in the hair around the ears and the back of the neck. The lice, which multiply fast, are almost always found in layers of hair underneath the top layer. White round nits (eggs) are firmly attached to the hair shaft in the same area.A nit is about the size of a head on a straight pin, perfectly round and very hard. The child must be nit-free before returning to school or they will be sent home.

Measles - Incubation period is 10 to 14 days. First symptoms include fever, runny eyes and nose, cough, extensive rash occurring first on the face. Period of communicability: from cough, runny nose to 9 days; after rash appears to 5 days. Student may return to school with doctor’s permission.

Mumps - Incubation period is 12 to 26 days. Symptoms include fever, swelling and tenderness of salivary glands below and in front of ears. Permitted to return to school 14 days after onset of swelling. Period of communicability: before symptoms to 7 days; after symptoms to 9 days.

Pinkeye (Conjunctivitis) - Very contagious condition with redness and watering of eyes; pus may be present. Student is excluded until the eye is clear or until released by a physician to return to school.

Strep Throat - Incubation period is 2 to 7 days. Symptoms may include fever, chills, body aches, painful swallowing, swollen glands and loss of appetite. The throat may become red, swollen or dotted with whitish or yellowish specks of pus.

Video ViewingViewing of videos would be for educational purposes only and would be done infrequently for no more than 30 minutes.

TuitionTuition is based on a ten month school year; it does not cover the summer program. You may pay your tuition in 10 payments, 3 payments or 1 payment. The monthly tuition is the 10 payment plan. We do not give discounts for missed days or for scheduled calendar days where the school is closed. Tuition is due on the 25th of each month. Payments received after the 1st of the following month will have a $20 late fee. There is a 10% discount for siblings. A 30 day withdrawal notice is required.

School HoursThe center will be open Monday – Friday, 8:15 – 1:45. After school program may be available depending on enrollment. We will be following a similar calendar as Mesa County School District.

Emergency ProceduresWe take great care in creating a healthy, safe environment for your child. In the rare event of an emergency, we have established the following procedures:

Child left after closing on a normal day: The teachers will remain with the child for an hour after closing. If we are unable to reach a parent or emergency contact and no authorized adult has arrived to collect the child, the police will be notified.

Blizzard: The teacher remains with the children in their classrooms until parents are able to arrive for pick up.

Fire: We will evacuate the building, and follow the evacuation procedures.

Tornado: The teacher brings their roll books, Emergency Folders and cell phones and the children to the basement and shelter in place until we have the ‘all clear’ signal.

Evacuation: If we need to evacuate the building, we will gather at the Alpine bank parking lot, next to the school, if weather permits. Or walk to the fire station and call the parents. The Emergency Folders, cell phones and roll books is brought.

Lost Child: The police are immediately contacted then the parents or emergency contact is notified

Child Abuse: Suspected child abuse is immediately reported to the County Department of Social Services. Classroom ResponsibilitiesIn order for your child to make the most of the Montessori lessons and environment we all have a responsibility. We, the teacher, and the parents must be committed to do our part in order for the child to succeed and reach his/her highest potential.

Teacher Create a nurturing, developmentally appropriate environment Communicate with the parents regarding what your child is doing in school via notes, phone or in

person. Instruct parents on specific things to do at home to assist the child in particular areas. Be available to the parents Be kind, respectful, consistent and firm. Give information on Montessori Conduct parent information meetings.

Parent Communicate with the teachers anything that occurs at home which is relevant to your child Communicate with teachers about any questions or concerns Attend all requested conferences Have your child at school on time each day

ExpectationsWhat you as a parent can expect from Fruita Montessori:

A safe, loving and secure environment. Faculty and staff who live by the stated philosophy of the school and follow the parent’s manual. Realistic goals for your child. Care and respect for your child. Good parent/teacher communications. Information about your child’s progress and advice when appropriate. An open invitation to become part of the Montessori family. Appreciation of your point of view. Positive thinking and professionalism.

What Fruita Montessori expects of you as a parent: Attendance at parent/teacher meetings and seminars. Acceptance of the Montessori philosophy and adherence to the guidelines of the parent’s manual. Communication concerning situations which may affect your child’s school performance. To read school communications so you are updated on school events. Early communication to the teacher of problems or concerns. Setting realistic goals for your child. Involvement in parent volunteer activities and other projects to support the school. Prompt response to tuition and paperwork obligations. A positive attitude towards the school and philosophy you have chosen for your child. Is

Montessori Teacher Your child’s teacher is a highly trained professional. She has received training in the Montessori Method from the North American Montessori Center. Tim Seldin, Director of the Montessori Foundation in Alexandria, Virginia, wrote about the Montessori teacher. In his article he stated, “Montessori teachers do more than present curriculum. The secret of any great teacher is helping learners get to the point that their minds and hearts are open and they are ready to learn, where the motivation is not focused on

getting good grades but, instead, involves a basic love of learning.“

Dr. Montessori believed that teachers should focus on the child as a person, not on the daily lesson plan. Montessori nurtures and inspires the human potential, leading children to ask questions, think for themselves, explore, investigate, and discover. Our ultimate objective is to help them to learn how to learn independently, retaining the curiosity, creativity, and intelligence with which they were born.

Montessori teachers don’t simply present lessons; they are facilitators, mentors, coaches, and guides. Montessori teachers closely monitor their student’s progress, keeping the level of challenge high. Because they normally work with each child for two or three years, teachers get to know their student’s strengths and weaknesses, interests and anxieties extremely well. Montessori teachers often use the children’s interests to enrich the curriculum and provide alternate avenues for accomplishment and success. It is important to remember that your child’s teacher uses methods that are nontraditional in nature.

Parents schooled in a traditional classroom setting may have no frame of reference for the Montessori Method and at times may feel some discomfort with nontraditional methods. It is important to recognize that in the Montessori environment, your child’s teacher is the expert and is utilizing methods that have helped successfully educate children for one hundred years. Although we appreciate input from parents about their children, your child’s teacher is responsible for maintaining a prepared Montessori environment and for presenting material and information in a Montessori way.

Field TripsA limited number of out-of-class field trips are taken throughout the year. In-class visitors are also scheduled to help the children know and understand more about their neighborhood and community. If you can participate or know of anyone who could (dentist, doctor, fireman, potter, musician, actor, historian, someone from a foreign country, or anyone with a hobby to share), please contact us. At times we will request that parents help drive our children on field trips. Before volunteering to drive or be a chaperone on a trip please know that we ask parents to be responsible for their assigned groups. Please do not bring other children in the family who are not members of the class. The parent chaperones will need to focus their undivided attention on their assigned group and not be distracted by other family members. This is a great responsibility and we appreciate your cooperation. Parents attending field trips will be required to present a current Colorado driver’s license and proof of insurance.

If a parent arrives last to school on the day of a field trip, and we have already left, it will be the parent’s responsibility to bring the child to the group. Parents are aware and have given permission for trip ahead of time.

Fruita Montessori Handbook

I have read and agree to the Fruita Montessori handbook.

________________________________ ______________________________Child’s Name Parent’s Name

________________________________ _____________________ Parent’s Signature Date