What is a typical day like?

MONTESSORI SCHOOL

8:45-9am Arrival and Greeting
Montessori children start the day by greeting their teacher and peers. They transition smoothly into the classroom, often putting away their belongings and beginning the day with a chosen activity.Depending on the mood of the day and the feel of the classroom there may not be a roll call allowing children to move organically into their own day.

9:00–11:45 Extended Work Cycle
The Montessori method emphasises uninterrupted work periods, often referred to as “work cycles.” During this time, children move freely between activities that interest them, covering a range of subjects like literacy, numeracy, and science.

Activities are on shelves that the child retrieves and completes and places back onto the shelf they got them from. 

Teachers also give lessons using especially made Montessori equipment. Children are given a range of structured lessons and allowed opportunities to have a say in their learning for example asking the teacher for lessons on things that interest them.

The child may choose to work alone or with others. They choose where they wish to sit. The teacher monitors to ensure work is being done. If the child is disturbing others the teacher may move them somewhere else or choose different work for the child to do.

Activities for a 5 year old may include:

• Sewing, art, gardening, baking

• In literacy, a child might use moveable letters to spell words phonetically and then check their words with cards.

• In numeracy, they might work with hands-on materials like coloured beads to learn counting and quantities.

• In science, they could explore natural objects, such as shells or leaves, learning about their properties using teacher made self correcting resources. 

• In social studies the child may be looking at the common needs of humans across cultures by matching pictures to answer cards. An older peer may be working on how needs of people have changed over particular time periods. 

Teachers act as guides, giving individual lessons when needed, rather than leading the entire class in a single activity. This means that at any time there are multiple curriculum areas happening e.g. one child might be learning about pH levels while another child is composing music.

Some children will be working independently, some in groups of their choosing. 

The teacher may be working with a child or observing what is happening in the class to help them know what to say or present next.

At the end of the session the children do a brief tidy of the class and may come to the mat to share what they have learned.

 Morning Tea and Outdoor Play
Children enjoy a morning snack and outdoor playtime, usually at a time of their own choosing.  Montessori emphasises unstructured outdoor play as an extension of the classroom, where children can explore nature, climb trees, and engage in social play. There are lots of loose parts and a natural environment for children to explore.

11.45-12.30 Lunch (students eat and play in the order that suits)

12.30 – 2.45pm Hands-On Learning

The teacher reads a book to the class, students may eat their lunch.Children uninterested in the book may go and quietly get out their own work.

The children return to their work cycle, with activities now often focused on cultural studies, geography, or science. For instance, they might learn about continents using a puzzle map or explore life cycles by observing living things, such as plants or insects. Activities are designed to foster curiosity and deepen their understanding of the world.

There may be a whole class activity too. Children who do not wish to participate are allowed to go and get out their own work as long as they are being respectful of children who are in the lesson.

2:35  Whole class jobs
All tamariki help with various jobs around the classroom. These might include:

-loading washing in the washing machine

-hanging out washing

-doing the dishes

-vacuuming

-mopping floors

-cleaning tables

-watering plants