Every member of the THE MONTESSORI SCHOOL OF CLEVELAND community has a fundamental right to be treated with respect, regardless of age. Our philosophy is centered around the stages of personal development:

  • The most critical period in the development of a child’s character and intellect are the first six years of its life. Natural curiosity lays a strong foundation for all future development at an early stage. That is why we foster responsible, competent, socially conscious, adaptive children with a lifelong love of learning.
  • Children develop through periods when they are keenly receptive to specific areas of learning. Our curriculum is designed to take advantage of these definable “sensitive periods”.
  • Our teaching method and environment pays respect to children and their great work of creating themselves into responsible members of society. A child should have a special kind of freedom which can only be achieved through order and self-discipline (a sense of accountability to oneself and others). Our classroom design embraces that philosophy.
  • We strive for balance between freedom, order and responsibility.
  • Our teachers provide the guidance needed to enable each child to progress through the Montessori curriculum to realize his or her fullest intellectual, emotional, social, aesthetic, and cognitive potential. Combining in-depth knowledge of the Montessori curriculum with refined observational skills, our teachers match each child’s needs with the educational materials and guiding the child through an individualized curriculum that is responsive and relevant.
  • Our children feel comfortable to learn, experiment and grow, finding out about themselves and each other, in our supportive and encouraging classrooms.
  • Multi-age grouping allows the children to proceed at an individualized pace, learning though interactive activities, with each other, and from each other. Beneficial opportunities to guide one another are inherent in a diverse age group. This structure encourages cooperative learning, affirmation of one’s own abilities, and broad based emotional development.
  • Children are content and more likely to succeed when supported by a home and school that share common values. The school recognizes the role of the family as the first and primary educator and supports this work through parents and community education.

Education must be viewed as a partnership, where mutual trust and open lines of communication are maintained among all parties.