Physical Space

• Overall the environment is ordered, clean and aesthetically pleasing
• Complete set of Montessori materials as per the Training albums
• Material for each activity is complete, clean, in very good condition and adorned with small details
• Materials arranged in orderly, sequential manner
• Materials accessible to children
• Furniture and equipment is child-sized to facilitate independence
• Floor space to allow for work mats on the floor
• Access to outdoor area for daily outdoor play, weather-permitting
• Access to a garden to introduce children to nature and to care for the outdoor environment
• Access to a gymnasium with specific activities that assist in the development and refinement of movement and equilibrium
• Access to an hygenic, semi-private toileting area
• Access to water supply in classroom
• Good lighting – source of natural light preferable
• Plants, flowers and small animals/class pets to introduce children to nature and for the care of and respect for all living things

Intangible Atmosphere

• There is a hum of activity
• Minimum 2 hour uninterrupted morning work cycle
• Two hour sleep period in the afternoon for full-day children
• Concentration is protected
• Children may work at their own pace
• Individual differences are respected and supported
• The children are joyful, spontaneous, enthusiastic, independent and peaceful
• No rewards, punishments or coercion; the children obey joyfully, and trust in what their Teacher tells them
• All adults in the environment model respectful social interaction/grace and courtesy
• There is mutual respect and courtesy between adults and children
• The vision for each individual child and for the children as a whole is consistent amongst all adults who assist them in their development
• It is about the children and about nothing else

• 12 months/walking to 3 years
• Children complete full cycle in the same environment
• Free to choose their own activities
• Are engaged in a variety of activities from different areas of the program
• Demonstrate concentration and care in the use of the materials
• Use materials purposefully
• Persist with an activity as they deem necessary
• Repeat activities for as long as they deem necessary
• Put materials away after use
• Store finished and unfinished work
• Free to help each other or show each other how to do things
• Interact freely with each other and with the Teacher
• Are happy and purposefully engaged in their activities
• The children’s movement is purposeful and orderly
• Are responsible for themselves and for the environment
• Demonstrate independence in their self-care and activities
• Remain in one main prepared environment throughout the day
• Have daily access to other environments (garden and gymnasium), which are prepared accordingly as extensions to learning and development

Teacher

• Demonstrates: joy, patience, curiosity, humility, sense of humour
• Allows for exploration and nurtures a sense of wonder
• Prepares and maintains the prepared environment
• Provides consistent limits to the children
• Uses positive redirection
• Models grace and courtesy with adults and children
• Gives presentations (lessons) to individuals or small groups
• Re-presents as needed
• Rarely works with the whole group
• Observes the children at all times
• Takes time to observe individual children and the group as a whole
• Demonstrates careful and precise movements
• Uses a firm, calm voice in which the children trust
• Uses clear, precise, complete language
• Is emotionally available to the children
• Promotes independence, yet assists children as needed
• Assists children as needed in social situations/conflict resolution
• Plans presentations for each child on a weekly/monthly/yearly basis
• Keeps records of presentations shown and of observations
• Presents from all areas of the program as per the Training albums
• Engages in regular professional development activities
• Communicates regularly with parents outside class time
• Assists parents to understand Montessori philosophy and pedagogy
• One teacher per class

Assistant

• Assists in the preparation and maintenance of the prepared environment
• Non-teaching role
• Reinforces consistent limits with the children
• Uses positive redirection
• Models grace and courtesy with adult and children
• Uses clear, precise, complete language
• Models the Teacher’s firm, calm voice for consistency
• Observes children at all times and is available to do so
• Provides feedback to Teacher re: observations of the children
• Protects presentations given by Teacher from interruption
• Protects concentration of children by limiting interruptions
• Promotes independence, yet assists children as needed
• Assists children as needed in social situations/conflict resolution
• Assists Teacher as needed
• Is receptive and open to learning new ways of doing things
• Is flexible
• If assistant speaks a second language in the environment, he/she strives to speak it consistently, and to give the children the language necessary to answer her appropriately