Mountainview Montessori
OUR CONTEXT
In our Montessori school we learn together peacefully and responsibly by caring for each other and the world
At Mountainview Montessori, we value Maria Montessori’s view of education as a process of involving the whole child, and one that respects each child's uniqueness. The aim of the Montessori philosophy is to provide a learning environment that enhances the development of intellectually reflective individuals who are caring and ethical members of the community. Additionally, we teach the importance of leadership, freedom and independence that is bound by respect for others and responsibility towards the environment. Solving problems in peaceful ways is encouraged daily at our school, in the classroom, on the playground, and in all aspects of our lives. Grace and courtesy are key components of the Montessori approach, and children have many opportunities to demonstrate this both in their classrooms and out in the school community.
The role that parents play is key in our Montessori community. The relationship and partnership between home and school is vital to the success of every child.
Maria Montessori: A Pedagogical Anthropology
Maria Montessori’s philosophy of education, with all its vitality and vision, is the foundation of our Surrey program, founded in 1981. Maria Montessori viewed education as a process involving the whole child, respecting their uniqueness and ability to shape their own future.
It is the task of the teacher to create an environment which is most favourable to the enhancement of concentration, and to provide the child with the means with which to educate themselves. Any unneeded help can be considered a hindrance to the student’s learning. This requires that the teacher get to know each child and assist them at their own rate of progress. For this reason, children usually spend three years with the same teacher although both class size numbers and grade groupings can look different as we work within the public school system.
The Montessori materials in the classroom enable the child to take advantage of sensitive periods for the acquisition of skills and knowledge. Classroom materials stimulate the child’s reasoning and imagination, prompting them to connect the concrete, sensory world to the realm of the abstract. Once the child has mastered a particular task, they are guided to a new area of learning to explore in further depth through independent study. This new learning follows the interests of the child and activities are based through their wonders.
The curriculum has an integrated approach, with the child learning first about the unity of the universe and then focusing on its constituent parts. Teachers follow Maria Montessori’s guidance to, “follow the child” in curriculum design and implementation. We are a hybrid of Montessori and public education and ensure the requirements of B.C. curriculum are reached.
Although freedom and independence are cultivated, the child learns that their liberty is bounded by respect for others and responsibility towards their environment. The child’s integration in a multi-age group fosters an interdependent disposition which leads to the goal of becoming peaceful people.
The Montessori program places an emphasis on respecting and caring for the environment. A global viewpoint is encouraged, and Montessori teachings support an appreciation of diversity and interdependence of people and the natural world.
OUR LEARNERS
At Mountainview Montessori our learners feel safe and supported
At Mountainview Montessori, students stay with teachers for three years. Grades 1-3 and 4-6. Kindergarten is on its own as is grade 7 (sometimes 6/7). This transition from Grade 3 to Grade 4: new teacher, new classroom, and new building , can be challenging for some students. Mountainview spent the Spring of 2022 surveying teachers, students and parents about this transition and are focusing our work on better connecting our entire community through specific strategies and activities so all our students have a solid sense of belonging.
Our survey asked our grade 3 and 4 students, our grade 3 and 4 teachers and our grade 4 parents for their thoughts and ideas for easing this transition.
Our grade 3 students identified the following feelings about transitioning to grade 4.
Our grade 4 students identified the following feelings when they transitioned to grade 4 in 2021.
During our survey of our current grade 3 students, we asked them to identify their greatest worries about moving to grade 4. This was their response:
Parents were also surveyed. Our grade 4 parents identified their children as being excited, nervous, anxious, scared and a bit apprehensive about their transition to grade 4. Their specific worries were about being with a new teacher, a new building, going from being the leader in their 1-3 classroom, to the "newbie" in grade 4. Parents also identified further worries including not being with friends, and the work being more difficult.
Our grade 3 teachers echoed this sentiment. Teachers described after Spring Break as a time when students began to ask many questions: Who will their teacher be? Will they be with their friends? Will the work be harder?
Through our examination and analysis of data available to our district through the Provincial Enhanced Student Learning Survey we discovered the following about Mountainview Montessori Grade 4 students.
When asked, "How many adults do you think care about you at school?", 76% of our grade 4 students reported two or more adults. While this is above both the district and provincial average, there is still room for improvement in this area. While many students could not identify two adults, 91% of our students identified at least one adult. This leaves 9% who did not identify one caring adult at school. This is a significant percentage, and one we hope to address so every one of our students feels cared for.
When asked, "Is school a place where you feel like you belong?", 89% of our grade 4 students they feel they belong. However, upon further analysis, only 73% of ELL students and 33% of our designated students felt the same.
When asked, "Do you feel welcome at your school?", 90% of our grade four students feel welcome. However, only 67% of our designated students feel welcome at school.
Through our examination and analysis of data available to our district through the UBC Middle Years Development Instrument, we discovered the following about Mountainview Montessori Grade 4 students.
70% of our grade 4 students feel connected and valued at school.
81% of our grade 4 students identify 2 or more adults as caring for them.
While the well-being of our students is over the district and provincial averages in most areas, we have identified room for growth, especially with our ELL and designated students. A positive transition from grade 3 to grade 4 for all our students will be an ongoing focus for Mountainview.
At Mountainview Montessori our learners care for self, others, and the environment both at school and in the community
At Mountainview Montessori, our learners demonstrate their care for their community and the earth as part of the Montessori philosophy.
As part of Montessori Philosophy, and through the application of Indigenous Principles of Learning, the outdoor environment is considered a natural extension of the classroom. In our outdoor environments, children make meaning of classroom knowledge through the sensorial experiences of nature and through constant contact with the seasons and the natural world. Personal responsibility is taught and encouraged, allowing children to demonstrate through their actions, their personal understanding of what it means to demonstrate respect for the environment and be a “global citizen”.
In fitting with these beliefs, we recognize the connection between Indigenous teachings and the Montessori perspective. We are currently working on bridging the two through the development of a common, school wide SEL language by honouring the Grandfather's 7 Sacred Teachings of: Love, Respect, Courage, Honesty, Wisdom, Humility and Truth. The Seven Sacred teachings are respected around the world by most indigenous peoples as universal teachings. While this language is used in many classrooms throughout the school, it has never been formalized as common language for our entire school community.
OUR FOCUS
Social Emotional Learning (S.E.L.)
The BC Ministry of Education identifies the core competencies as "sets of intellectual, personal, and social and emotional proficiencies that all students need in order to engage in deep, life-long learning."
Mountainview Montessori's focus is from The Personal and Social Core Competency specifically in the following area of Social Awareness and Responsibility.
Social Awareness and Responsibility involves the awareness, understanding, and appreciation of connections among people, including between people and the natural environment. Social Awareness and Responsibility focuses on interacting with others and the natural world in respectful and caring ways. People who are socially aware and responsible contribute to the well-being of their social and physical environments. They support the development of welcoming and inclusive communities, where people feel safe and have a sense of belonging.
The focus at Mountainview Montessori is to intentionally 1. build connections, trusting relationships, and safe learning environments in order to engage in deep, reflective learning and to 2. contribute and care for self, others, and the environment both at school and in our community.
1. Building connections, trusting relationships, and safe learning environments in order to engage in deep, reflective learning
In English Language Arts, teachers focus on both oral and written language. Through morning meetings, journal writing and self-reflections our students will:
- exchange ideas and perspectives to build shared understanding
- create stories and other texts to deepen awareness of self, family, and community (primary)
- recognize how language constructs personal, social, and cultural identity (intermediate)
- construct meaningful personal connections between self, text, and world (intermediate)
2. Contribute and care for self, others, and the environment both at school and in our community
Our students in grades 3 and 4 demonstrate their care of the environment and our community through the following curricular competencies in science. Students will:
- demonstrate curiosity about their natural world by experiencing and interpreting the local environment
- recognize our shared responsibility for the local environment
- care for self, others and neighbourhood through personal or collective approaches
OUR NEXT STEPS
Moving Forward
1. Building Connections, Trusting Relationships and Safe Learning Environments
Moving forward into the 2022/2023 school year, we will continue to strategically build connections, safe learning environments, as well as facilitate student transition strategies to further our goals. We will continue to support all students in finding safe spaces, building friendships and adult connections. We will work to bring our entire school population together through the following initiatives:
- Purposeful bridging activities between primary and intermediate classrooms
- Introduction of welcoming/inclusion activities from Casel's 3 Signature Practices
- Continuing the use of Appreciation Circles and Morning Meetings
- School Wide participation in an art project and installation in our Peace Garden
- Continued use of the Montessori Peace Table as a space for personal reflections and/or calming down and as a place for peers to talk through a conflict.
- Host a Lunch and Learn for new staff to learn about the Montessori peace table (scheduled Spring 2023)
- Development of school wide SEL language based on Grandfather's 7 Sacred Teachings
- Implementation of school wide SEL language through visuals, announcements, lessons and assemblies (2023-24 school year)
- Implementation of Second Step Program (Lunch and Learn scheduled Spring 2023)- program implemented in 2 kindergarten classes, 2- 1,2,3 classes and 2-4,5,6 classes during the 2022-23 school year)
- Support staff 1/2 day pro-d session on positive, proactive behaviour and inclusion strategies (Winter 2023)
- Teacher 5 session lunch and learn sessions on positive, proactive behaviour and inclusion strategies (Fall 2023)
2. Contribute and Care for Self, Others, and the Environment Both at School and in Our Community
Moving forward into the 2022/2023 school year, we will value one another, ourselves, and our environment. We will value one another and each others' unique attributes. We will be mindful of our environment and take action to make a difference in our community. We will strive to meet these goals through the following initiatives:
- Development and application to create a school Peace Garden with Indigenous plants a focus (application approved Winter 2023)
- Continued focus on outdoor education- walks through community, raising and releasing salmon, nature studies, butterfly raising and releasing, gardening
- Global and Multicultural Fair(s)
- Connecting with others in our community- letters to seniors, online Family Feud with retirement community members
- Caring for our environment and community- litter pickup walks, salmon drain marking, recycling, composting, juice box collection
Surrey Schools
Formed in 1906, the Surrey School District currently has the largest student enrolment in British Columbia and is one of the few growing districts in the province. It is governed by a publicly elected board of seven trustees.
The district serves the cities of Surrey and White Rock and the rural area of Barnston Island.
