Marquette Montessori Academy
Our School
As a child-centered, diverse school for ages 3 to sixth grade, we are dedicated to creating a community that instills peace, courtesy, grace, and respect while inspiring children to develop higher-order thinking skills and leadership capacity.
Pre-kindergarten for 3 year olds - Children must reach age 3 on or before August 1 of their pre-k year to be eligible to attend.
Pre-kindergarten for 4 year olds - Children must reach age 4 on or before August 1 of their pre-k year to be eligible to attend.
Your child’s education at Marquette Montessori Academy will reveal their innate love of learning and prepare them to thrive in a complex world. The child-centered curriculum is designed for young learners from age three to grade six. Students develop and grow through independent learning and exploration, in a diverse intellectual community that instills peace, grace, courtesy, and respect.
Ours is the only publicly funded Montessori program in St. Joseph County. Here, young scholars develop higher-order thinking and leadership skills. By using the Indiana Academic Standards as a springboard for the implementation of the Montessori Method within its classrooms, our program is specially designed to support academic excellence and student success.
Characteristics of Montessori Education |
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| Active individualized learning through stimulating, multi-sensory teaching materials. | |
| Multi-age classrooms is a natural social environment that includes a wide range of ages and fosters self-motivation. Students enjoy working for their own sense of accomplishment. Ideally, this provides for the same teacher for three years. | |
| Freedom of choice involves decision making. Student selects work according to individual interest. | |
| Working at one’s own pace enables students to work for long periods without interruption. Each individual works at this potential independent of the class. | |
| Integral education balances academic work with freedom of movement and harmony is created between physical, social and mental activities. There is an interrelationship between subjects. | |
| Independence is fostered by a classroom that is specifically designed to encourage maximum. | |
| Close student-teacher interaction enables complete and precise evaluation of student’s progress, both academically and psychologically. |
Characteristics of Traditional Education |
| Passive class learning through teacher-centered class lessons, paperwork. |
| Chronological grouping necessitates external rewards such as grades, competition and social conformity. |
| Class-wide curriculum demands that students cover the same work at the same time with no regard to individual interest. |
| Group learning involves each academic subject being scheduled for a limited period. Each student is directly affected by the progress of the whole class. |
| Fragmented education provides academic subjects that are not interrelated. Periods of intense mental effort are alternated with periods of vigorous physical activity to release tension. |
| Dependence tends to be promoted since the activities are initiated by the teacher. |
| Class oriented teaching often prevents close interaction between individual students and teacher. Standardized tests are necessary to determine student’s progress. |