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OUR
MISSION
VMS
is passionately committed to
enriching the lives of children
and their parents; to provide
them with a safe, courteous,
respectful environment in which
to grow intellectually,
physically, socially and
emotionally; to nurture their
spirit by acknowledging their
uniqueness and purpose. Our goal
is to make a significant and
lasting impact in the lives of
everyone who comes into contact
with VMS. We aim to achieve this
by: - Cultivating within our
students a passion for
excellence in everything they
do, both in and outside of our
school. - Nurturing the
curiosity, creativity, and
imagination born within us all.
- Awakening the human spirit of
every child. - The development
of a strongly held set of
universal values which include
self-respect, respect for
others, honesty, integrity,
responsibility, empathy,
compassion, kindness,
peacefulness, a sense of concern
for others, warmth and a love of
community. - Celebrating
diversity in our community and
the global community and
acknowledging the unique
contribution of all individuals
who enrich and inspire our
personal growth. - A life-long
commitment to give something
back through service to others
who are in need.
OUR
VALUES AND BELIEFS
We
affirm that education begins at
birth and continues throughout
life. While our emphasis is on
our children, we are a centre of
support for all of us to
continue learning and developing
toward becoming whole and
healthy people. Our goals for
students are for them to be
open-minded and compassionate,
to gain a sense of themselves
and others, and to understand
and appreciate the diversity of
the human spirit. Village
Montessori School wants students
to be well trained in the basic
academic disciplines, to fulfil
their creative potential, and to
gain satisfaction in their
physical, emotional, social, and
intellectual development. We
want students to love learning
and to value knowledge,
creativity, and humour. It is
our hope that students will be
responsible, critical and caring
members of society, and
recognise that they have the
power and resources to effect
change as well as the
self-esteem and confidence to
pursue their goals.
We
believe that every member of our
community has a fundamental
right to be treated with
respect, regardless of age.
We
respect the fundamental human
needs, rights, and dignity of
each person, no matter how
young, as a full and independent
person who is engaged in the
ongoing process of development.
During this process, while
honouring the right to
self-determination, we model and
encourage certain values:
kindness, honesty, warmth and
openness, respect for each
person’s uniqueness, tolerance,
cooperation, good sportsmanship,
and nonviolence.
In
keeping with the true meaning of
the word discipline, defined as
“to teach”, we prefer to model
and encourage appropriate, kind,
and considerate ways to behave
in various situations.
We
use positive reinforcement
whenever possible to encourage
progress and to acknowledge
contributions, rather than
focussing on the rules and the
consequences for breaking them.
We
encourage and model ways to
negotiate in conflict situations
so that, whenever possible,
everyone can win, and at the
very least, everyone feels heard
and that their feelings and
needs are respected.
As
necessary we cue and remind
people of appropriate behaviours
before they forget.
When
behaviour is inappropriate and a
gentle reminder isn’t enough, we
intervene and, respectfully yet
firmly, stop the behaviour.
Our
ultimate goal is to encourage
self-discipline and
self-motivation as the reasons
for behaviour rather than fear
or motivation from external
factors.
We
recognize that most misbehaviour
comes from discouragement. We,
therefore, do not label a child
as ‘bad’. Instead, we try to
recognize the mistaken reasons
for the misbehaviour. In most
instances, an individual
misbehaviour is the result of an
attempt in searching for a place
to fit in within the family or
community, even if it is an
undesirable place. We then look
to find appropriate ways to
encourage the individual to use
self-discipline, and to
recognize the “triggers” of
misbehaviour before that
behaviour is repeated.
We
believe that intelligence is not
rare.
We
approach learning seeking to
understand each person’s
uniqueness and guide them
individually and at their own
pace, through the range of
learning skills so they fully
realize their potential. We do
not subscribe to the theory of
measuring performance merely
through testing, and
respectfully submit that the
vast majority of people have the
intelligence and natural ability
required to learn everything
they need to lead full, happy
and productive lives.
We
celebrate the natural diversity
of human beings, be it in
learning style, interests, or
the definition of what makes a
happy and successful life.
We
believe that wisdom can be
cultivated.
We
believe that true wisdom is the
ability to listen to your heart
and know how best to put your
intelligence to work for you. In
order to achieve this goal,
self-esteem, human dignity, and
emotional well-being, as well as
the ability to communicate and
cooperate effectively with
others, must be valued at least
as highly as academic and
material success.
Our
ultimate goal is to produce men
and women who have not only
learned how to learn, but have
also developed an innate love of
learning, a wide range of
interests, and an openness to
new ideas and possibilities.
We
believe that self-esteem is the
crucial ingredient for the full
expression of a person’s
potential.
We
believe in nurturing
self-esteem. Self-esteem forms
the basis of all interaction,
including discipline, respecting
personal learning styles and
stages of development.
Learning from experience: We
consciously encourage our
students to not be afraid of
taking risks. Students are
encouraged to use their
countless positive and negative
experiences that they will
inevitably have as
non-threatening feedback on
their progress and personal
growth.
We
set our expectations high. We do
not ask individuals to do more
than they are capable of, but
consistently stress at all grade
levels the importance of careful
work and the importance and
necessity of pride in their
numerous accomplishments. The
reward is not in a quantity of
work achieved, but is found in
the satisfaction of work done
well for its own sake. We
carefully build a supportive
environment for the unhurried
mind to move steadily toward the
pursuit of excellence.
We
acknowledge the place of
competition. We encourage the
development of respect for
natural abilities. While we
allow people to experience
defeat by separating the deed
from the doer in all things, we
seek to minimize any negative
effect on self-esteem that
defeat or lack of natural
ability in an area might have.
We do not believe that it is
either necessary or appropriate
to inspire unrestrained academic
pressure and/or scholastic
competition among students. We
cultivate the ability to accept
success with grace, to cope with
defeat or loss with dignity, and
to build on the individual’s
experiences. We ensure the right
to choose whether or not to
participate in competitive
activities, and we stress the
principles of good
sportsmanship.
We
believe that the development of
a whole, healthy being requires
the nurturing of our many
dimensions. These dimensions
include the spiritual,
intellectual, physical, and
emotional aspects of the
individual.
We
recognize the necessity of
nurturing one’s spiritual
development. While we feel it is
each person’s task to develop
his or her own understanding of
the nature of the universe and
the individual’s place in it, we
proceed on the premise that our
world is a beautiful, positive,
loving place, and is a setting
that provides the potential for
each person to lead a full,
free, joyful, and healthy life.
We
recognize the necessity of
nurturing one’s intellectual
development. The intellect is an
important tool in the shaping of
our world. Through the
development of our thinking
abilities, we refine our
emotional responses, we clarify
our picture of the universe, and
we develop the discipline to
maintain vibrant health.
We
recognize the necessity of
nurturing ones physical
development. We recognize that
the intellectual and emotional
potential and capabilities of
our brains are, like any other
organ, dependent on a clean,
healthy lifestyle. We adopt the
lifestyle habits most
appropriate and beneficial for
our bodies and minds. Among
these are fresh air, pure water,
exercise, sunlight and proper
diet.
We
recognize the necessity of
nurturing ones emotional
development. Our emotions are
complex and powerful, and it is
important that we learn to feel
them fully and without fear, to
identify them correctly (in
ourselves and others), to
respect them, and to accept
them. It is equally important,
however, that we learn to
harness the power of our
emotions and not let them
control our lives unchecked.
Village Montessori School
follows the stages of human
development
Developmental stages: Our staff
are actively involved in a
continual study of human
development. This study includes
keeping abreast of current
theories on development, regular
student observation, and a
constant evaluation of the
curriculum to ensure that it is
appropriate for the
developmental stages of our
students.
Active learning: We promote
active rather than passive
learning by encouraging students
to pursue studies in all areas
of their spontaneous personal
interests. Students will use
hands-on ‘experiential’ learning
whenever possible, rather than a
lecture and drill process
whether through concrete
manipulative learning materials,
independent library research and
field investigation.
Passage to abstraction: To
facilitate this process, we
consistently work from a very
concrete level of experience to
the abstract. To aid students in
learning, we begin by giving
them the ‘big picture’ and work
from this toward an increasing
level of detail. This concept
has created a spiralling
curriculum in which skills and
concepts are presented and
reintroduced at increasing
levels of complexity and
abstraction over the years.
External support: As necessary,
we provide students with
external support in a committed
effort to ensure that their
developmental needs are met. We
do this in a manner that
reflects our expectations and
philosophy e.g. referral to
professionals and our
extra-mural service provider.
Computers: We use the computer
as a research tool from SP
level. Computer literacy is
encouraged outside of school
hours either through formal
programmes or experimentation at
home. Children younger than 9
are still sensitive to learning
through movement and interaction
with their environment and
classroom time is, therefore,
devoted to these needs.
VMS
provides a broad preparation for
life, balancing academic
excellence with development of
personal and practical life
skills
Success: We design our education
program to maximize each
person’s academic and personal
success. We strive to encourage
people to build on their
strengths and personal learning
styles and to learn from their
mistakes. We encourage skills
that support independent and
successful learning, critical
thinking, cooperative project
management, reflective reading,
problem solving, library
research, use of technology,
techniques for effective study,
test-taking strategies, and
techniques for focussing
attention. We consider it
equally important that our
community members be successful
human beings who can establish
healthy relationships and
achieve happiness in their
personal lives. We teach our
students to pay attention to and
respect feelings, both their own
and those of others. We help
them to learn to solve conflicts
effectively and fairly, and to
express their feelings in a
healthy manner. Group dynamics
and communication skills are
also stressed.
Practical life: To facilitate
and encourage a sense of
independence, we deliberately
teach a wide range of practical
life skills appropriate to each
child’s level of development. We
regard this as a vital element
affecting the design of our
entire curriculum. These
practical life skills include:
Eye-hand coordination and the
use of simple tools.
Grace
and courtesy: appropriate ways
to handle situations kindly.
Practical economics: the value
and use of money, including how
to earn and manage spending
money.
Technology: the safe use of
technology.
Caring for the classroom
environment and self: how to set
tables, wash dishes, cook, sew,
iron, launder clothing, clean
floors, tables and shelves.
Health and safety: the
development of sound habits of
safety, nutrition and hygiene,
along with the acquisition of
first-aid skills and when
developmentally appropriate,
CPR.
Empowerment: We make a concerted
effort to empower people, to
help them learn how to make
responsible choices, to
recognize that they are assuming
increasing control over their
lives as they mature, and to
discover how to make a
difference in the world around
them by positive efforts and
contributions to others.
We
recognize that the first six
years of life are critical to
the development of one’s life.
We believe that the experiences
children have at home and at
school in their first six years
of life are the most important
because their self-concept and
their concepts of the world and
their place in it are set. What
they will attempt and whether or
not they will succeed are
profoundly influenced by these
beliefs. Although we as
Montessori parents, teachers,
and students are living proof
that changes can happen after
this critical period, the
changes are accomplished with a
“chisel and hammer on stone
rather than with gentle fingers
on wet clay”.
VMS
is designed for flexibility in
its methodology and use of
resources
Meeting individual needs: We use
the Montessori approach, along
with additional approaches and
materials from the larger
non-Montessori educational
community, to provide
opportunities for enrichment
beyond the basic curriculum. We
strive for individualized pacing
and adaptation of the classroom
programme (when possible) to
meet varied styles of learning.
Curriculum framework: In
designing this individualized
program, we follow an
established curricular framework
that includes the school’s
expectations for basic academic
achievement at each grade level.
Diverse learning styles: We
regard a mix of backgrounds and
abilities as a positive and
important element in our
community, and often find that
because of our flexibility and
individualized approach,
children who may have been
considered ‘special needs’ or
‘learning disabled’ in other
environments can often
experience a greater level of
success within our community.
We
strive for a balance between
freedom, order, and
responsibility.
We
interpret the general principle
of Montessori education, “follow
the child” to refer to the
importance of allowing students
to pursue areas of spontaneous
interest whenever possible.
However, if a child needs more
direction at certain times or is
not internally motivated in a
given area, we then feel it is
our responsibility to
acknowledge the personal
preference yet continue to
require that the necessary work
be completed.
We
strongly encourage participation
in day-to-day classroom
management, care of the
environment, and decision making
in order to facilitate the
development of independence and
a sense of engagement with the
school community. We seek to
help each other see the value of
commitment both to our school
community and to society and the
good of the individual and that
of the community are
interdependent.
We
seek to show and teach our
students that the freedom and
education that they receive here
comes with the responsibility to
help others.
Strengthening our connection
with nature and the environment
is an integral part of VMS
We
believe that being involved
physically with nature and
directly with the environment as
basic to being a whole and
healthy human being.
We
consciously work to foster in
each person a strong sense of
belonging to the web of life. We
accomplish this goal through:
Programmes in outdoor education,
and field biology at every age
level in the school, using the
natural setting and a wide
variety of natural resources
around us as a classroom out of
doors.
Programmes in gardening and
small animal care.
Programmes in camping and field
ecological studies in natural
wilderness settings.
We
stress recycling and
environmentally friendly
packaging for lunches.
VMS
embraces the building of a
diverse community grounded in
knowledge that leads to
understanding and acceptance of
all people.
We
celebrate diversity in our
community and acknowledge the
unique contributions of all
individuals, who enrich and
inspire our personal growth. We
seek to develop a global
perspective through the study of
second languages, cultural
geography, and correspondence
with our sister Montessori
schools around the world. We
encourage families to share
cultural traditions, travel
experiences and international
festivals. We utilise our
international families as a
tremendous teaching resource.
All
forms of human communication are
explored
We
recognise that we live in a time
when the various languages of
art, (visual, written, spoken
and musical) particularly
through mass media, have a
profound impact on our lives. We
develop in each person the
ability to understand and filter
this influence. We also believe
that by developing our ability
to use these languages we
strengthen our self-esteem and
enhance our ability to express
more effectively our thoughts
and feelings.
We
consciously work to encourage
creative thinking in writing,
problem solving and research.
We
emphasise creative expression
through art, drama and musical
experiences through plays,
musical performance, drawing and
painting.
As is
appropriate for each age group,
we encourage students to become
aware of the major social,
political, economic,
environmental and ethical issues
of our day.
We
are constantly modelling and
encouraging communication
between all members of our
community. We would like
everyone to become skilled in
active listening, negotiation,
fair fighting (verbally),
empathy for another person’s
position, and the ability to
stand up for oneself and say no
without guilt if someone is
encroaching on their rights.
VMS
is an extended family community
whose participants are supported
at all levels by all others in
the community
We
believe in the principle that
those matters which affect
individual community members
directly impact all others in
our community. We consider,
where possible, input from all
of our community members in our
decision making processes in
order to take into account the
needs of our total community.
Commitment to the school: We
expect all students, parents,
teachers and support staff to be
committed, contributing members
of the school community and to
show support for the rules,
regulations and principles
established by us.
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