Pacific Rim Montessori School

Mission Statement:
Pacific Rim Montessori Academy is committed to the intellectual, social, physical and emotional needs of the child. Based on the principles set forth by Dr. Maria Montessori each child will have an opportunity to develop their potential to the fullest, affirming the needs of the individual as well as the group.
Self discipline is an integral part of the Montessori philosophy and we help the children achieve this through purposeful activity.

Every child has an inherent urge to learn, to master those things which surround them. The prepared environment is an important aspect of Montessori. Its purpose is to provide the best possible conditions for the development of the child for whom it is provided in the Montessori environment. In the Montessori environment learning:
• Is functional and transferable to other situations
• Is dynamic and involves the whole personality
• Requires a social context due to the social nature of the learner
• Is motivated primarily from within
• Is not dependent upon external rewards or punishments
The central issue in a Montessori perception of learning is the child’s natural work cycle; to learn how to learn, and to create themselves or gain mastery over a particular concept or content.

AMI – Association Montessori Internationale
AMI was founded in 1929 by Dr. Maria Montessori with the intention of serving two
purposes: First, to further her life's work in its original integrity and completeness; and
second, to guide its development and application in the interests of all children. From its
headquarters in Amsterdam, The Netherlands, AMI functions as the source of authentic
Montessori training according to Maria Montessori's principles as well as a center for
continuing research and development.
Officially Recognized AMI Montessori schools meet AMI's criteria in teacher training,
classroom size, utilization of authentic Montessori materials, and a philosophical approach
consistent with AMI guidelines.
The AMI has functioned without interruption since its inception and is the most reliable
authority on authentic theory and practice.
Visit their website at: www.montessori-ami.org

The Work Cycle:
One of the characteristics of the young child is the ability to work for long periods of time in concentrated activity. For this to occur there needs to be a minimum of three hours of unbroken time. The work cycle develops in the following manner:
• The child chooses a relatively simple task for a short time as if to reestablish feelings
of competency
• The next activity chosen is generally more difficult and lasts longer
• This is often followed by a period of “false fatigue”
• Left to experience the restlessness of this fatigue, the child then settles into the most difficult work choice of the cycle, and it is during this period concentration is deepest and skill and knowledge acquisition is greatest.
At the end of the work cycle children appear to be refreshed and relaxed.

The Directress
The directress does not teach in the traditional sense. The child is introduced to learning
experiences which answer the child’s special needs and which allow the child to explore and
learn at their own rate. The teacher acts as a go-between or catalyst and affirms the child’s
growth within the prepared environment.
The directress’ task is to support the child and act as a resource and guide through the
process of the child’s unique development. Recognizing this:
• Learning occurs through discovery – assisted by the teacher;
• The curriculum is determined by the needs of the child
• The learning environment matches the child’s needs
• The child is led to assume responsibility of their own learning.
• The child is helped to set realistic goals which sustain interest
The parent as the primary educator is important so that the effectiveness of the program is
dependent upon the close cooperation of the home and the school.

AMI Staff Certification
The AMI Diploma is awarded by recognized training courses. The recipient of the diploma is permitted to conduct Montessori classes and only those classes taught by accredited AMI diploma holders are eligible for recognition by the AMI.
PRMA seeks to be an AMI recognized school with appropriate teacher training, classroom materials, class timings, structure and philosophical approach. PRMA also welcomes students from the AMI Training Center each year for their practicums.

School Goals:
With the above in mind, the following goals are an integral part of the community and our curriculum:
• To provide and maintain a happy, safe and healthy learning environment.
• To encourage and support the full development of each child.
• To provide a setting which nurtures the individual’s self-esteem as an independent
learner.
• To extend the child’s awareness of his world and his community, and assist the
development of social values.

Specialist Teachers in the Montessori Classroom
Flexibility of procedure is the rule not the exception in Montessori. The child is always more
important than pre-established routines. The Montessori program is committed to
supporting the spontaneous unfolding of the life of the child. In keeping with this, the
subject specialist in the Montessori classroom is avoided as much as possible. Too many
adults in the environment make the child too dependent. The Montessori teacher must be
creative and flexible part of the child’s learning environment.

Equity Statement:
In keeping with the Montessori principles regarding the dignity of the individual, the school upholds the rights of all children to take part in the Montessori experience, regardless of cultural, physical, or intellectual differences; where the child can benefit from such an environment.

Vision: Education with Purpose
Education aims to help the child develop the child’s potential. It embraces all of the
influences, the experiences and the natural traits which prompt and enable the individual to develop fully the physical, intellectual, emotional and social potentialities. Montessori education is a system in which everything relevant to the life of the child, at the particular stage of development, is provided in an appropriate, stimulating and sensitive environment – so that learning through discovery and self- direction is nurtured. The child possesses an inner dynamic spirit which, given the appropriate environment, shows itself in a desire to learn. The purpose of education is twofold – to help the individual to reach self- awareness and self- worth and to fully develop the individual’s various potentialities.