News & Upcoming Events |
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- MDPSC achieved 2nd Place out of 1,250 schools in the state for students' progress in reading, measured by Adequate Yearly Progress (AYP). AYP measures the year to year academic progress of students in each school in Arizona. MDPSC has met
AYP standards every year since becoming a charter school. Read the article in the Sunday, April 26th issue of the Arizona Republic.
- Campus Tours and Enrollment are going on now!
- Phoenix - 9215 N. 14th St.
(602) 943-7672
- Chandler - 1700 W. Warner Rd.
(480) 730-8886
- YOUNG WINNERS IN THE LIGHT PARADE
Montessori Day Schools, North Phoenix, was abuzz and “lit up” for the Phoenix Light Parade in December. Costumed third grade through middle school age students played drums, song flutes and glockenspiels in the march down Central Avenue. Younger students rode in an antique golf cart converted to Tommy the Train. The school was awarded second place in the “Light Up” category and has won the People’s Choice Award and the First Place Performance Award in previous years.
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Fundamental Differences Between Montessori and Traditional Education
| MONTESSORI |
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TRADITIONAL |
| Environment is structured to make a match with individual learning. |
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Environment is structured for group instruction and learning. |
| Teacher has an unobtrusive but directing role in the classroom. |
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Teacher has a central, controlling role in the classroom |
| Environment and method encourage self-direction, self-discipline, peer teaching and cooperative learning. |
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Environment and method support the teacher as primary enforcer of discipline and learning. External rewards and punishment,
grades, and competition. |
| Groupings are multi-age and foster learning thru peer interaction, observation, individual interest, and learning pace. |
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Groupings are usually single age and instruction is largely to the group and limited to class lessons and learning pace. |
| Environments are rich in self-correcting materials. Child spots own errors from material feedback. |
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Environments are text and workbook oriented. Work is teacher-initiated, corrected, graded, and limited to the instruction given. |
| Materials are self-teaching. Child discovers concepts when ready through work with the materials and research. |
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Child is “taught” and memorizes concepts with limited emphasis on individual understanding or relevance to daily instruction. |
| Child reinforces learning through repetition, exploring until satisfied. Child experiences feeling of success,
enhancing positive self-image. |
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Learning pace is usually set by group norm, and reinforced externally by competition and rewards. Self-image is “taught”
rather than experienced. |
| Environments are used as libraries and resource rooms. Students are free to move, pursue interests, choose where and with
whom they will work without disturbing the work of others. Concentration develops as attention remains engaged. |
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Classrooms restrict movement and choice. Students often sit passively listening for long periods. Work periods are segmented and ruled
by the clock rather than interest. Attention often wanders or is forced to disengage. Concentration is broken. |
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Our Philosophy
At Montessori Day Schools the school and the family are partners in support of the child’s unique gifts and interests. We all grow together.
We uphold Dr. Maria Montessori’s principles and practices, based on education as “a harmonious growth of all potentialities
of the child, mental and physical, according to the laws of its being…” (Montessori, 1945)
She states that children have natural tendencies toward learning; that stages of learning exist for which there should
be corresponding educational environments and trained teachers who “prepare the environment.” Children learn independently
using the materials within the environment. The teacher coaches and observes as the children choose their own activities.
Therefore, the teacher becomes the link between the child and the environment. The learning environment cultivates individualization,
freedom of choice, concentration, independence, personal responsibility, problem-solving abilities, social interaction,
interdisciplinary breadth, and competencies in basic skills.
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