Upper Elementary
(4th – 6th)
The Upper Elementary classroom at CMA offers students in 4th to 6th grades a customized learning environment for students aged 9 – 12. The Upper Elementary classroom is the Northern Lights Room, led by Rein Forrest and Rory O'Connor-Mark. The Upper Elementary is designed to have smaller class sizes with a 1:12 teacher-to-student ratio, allowing for many opportunities for individualized attention and to foster self-paced learning.
Emphasis is placed on the classroom as the students’ community—therefore, they must play an integral role in how it should be experienced.
Developmental Notes
4th to 6th Grades
The Upper Elementary Classroom is an extension of the students’ world. As such, the emotional aspects of the elementary students play an important role in their development. We help the students understand how to work, fit in and be a part of a community in a positive and productive way. At this level, we do not shy away from difficulties or issues; instead, we work through them in a healthy manner.
The classroom is very calm and productive, but at times also lively and exciting, as collaborative activities take place. Character lessons and team building creates an ever-changing and engaging environment. Each year, we create a group Mission Statement, and discuss and make the rules of the classroom.
The environment must be rich in motives that lend interest to activity and invite the child to conduct his own experiences.”
Maria Montessori
Classroom
The look and feel of an Upper Elementary Montessori classroom is designed to encourage a positive learning environment and to foster independence.
Our classroom environment includes:
- Plants, animals, natural light, beautiful materials, and a home-like feel that the students are responsible for taking care of
- Outside work space
- “Works” that are arranged to create independence
- Individualized learning plans to help keep children challenged
- Self-paced learning and organization skills building, using planners and binders
Students create ownership and shared responsibilities of their environment. They also understand how to complete work and have the confidence to ask for help from a peer or a teacher if needed.
Within this environment, our job as teachers is to foster a love of learning. We also provide the space and materials that enable students to explore topics and concepts at a deeper level.
Curriculum
As teachers, our goal is for the students to reach their fullest potential in all areas, so they can move forward with confidence in who they are and in their individual abilities—especially as they advance into their next level of academia successfully.
In Montessori, we explore the academic areas a little differently—and at times, go more in-depth—compared to a more traditional scholastic environment. For example, Montessori places more emphasis on Science and Math during the elementary years. It would not be unusual to have an Upper Elementary student extracting DNA from a liver or a piece of fruit, learning about the Pythagorean Theorem or the Advanced Decanomial Sequence (based on the European math model), in addition to their regular standards of Science and Math.
A Typical Day
The social and community building takes place daily in morning meeting. After meeting, students review expectations for the day with their daily planners. The students then start their work time where individualized and small group lessons take place.
Your child’s Montessori journey starts with you.