Middle School (7th-9th)

Montessori Middle School is not your typical middle school program. This time in a child’s life is marked by rapid psychical and mental growth, developing social identities, and navigating physical transitions. The Montessori adolescent classroom is designed to create a supportive and collaborative environment for students to begin to explore and understand their personal world while connecting their knowledge and skills to the greater local and global communities.

“This is a fragile time physically, when children get sick more easily again, and feel alternately and abruptly energized and then tired, because they are growing rapidly and changing into adult bodies. They need support to experience risks and gain confidence, but also to develop the empathy they are alerted to at these ages. They need close friends and a supportive, team-like community while they are defining themselves. This is the beginning of the child’s next task of building their newly-adult selves. It is a time of self-reflection, of asking “Who am I?” with a sense of overwhelming anticipation. Dr. Montessori saw this as a quest for what she called valorization: to be recognized and appreciated by the adult group they want to enter, through their own actions and visible contributions that are real and valued.”

-Paula Lillard Preschlack

Montessori Middle School integrates subjects like math, science, language, social studies, and the arts into real-world projects and problem-solving activities. Students explore topics through inquiry-based learning, hands-on experiences, and group discussions, with a strong focus on global citizenship and community involvement. The curriculum encourages self-directed learning, where students are guided to pursue their interests, develop leadership skills, and engage in practical life experiences. Social and emotional development is also a key component, with an emphasis on personal responsibility, conflict resolution, and respect for diversity.

Field Study

Montessori Middle School field studies are experiential learning opportunities that connect classroom lessons with real-world experiences. Students engage in hands-on projects, community service, and outdoor activities that foster teamwork, problem-solving, and practical application of academic concepts. These field studies, often interdisciplinary, encourage personal growth, cultural awareness, and environmental stewardship while allowing students to explore subjects like science, history, and social studies in dynamic, real-world settings. The goal is to deepen their understanding, develop critical thinking, and cultivate a sense of responsibility and global citizenship.

Middle School Classroom Culture

We understand that choosing the right educational environment for your middle school-aged child is an important decision. Middle school is a transformative time when students develop independence, responsibility, and critical thinking skills, and Montessori education is uniquely suited to support this growth.

At Classen Montessori School, we create an environment where adolescents thrive academically, socially, and emotionally.Our Montessori Middle School program is specifically designed to meet the developmental needs of adolescents. We focus on cultivating independence, fostering leadership skills, and nurturing a deep sense of responsibility and community.

Our curriculum emphasizes experiential learning through farm-based education, community service, and collaborative projects. This allows students to connect their academics to real-life applications, making their learning relevant and engaging.

We prioritize building a strong sense of community and helping adolescents navigate this critical stage of self-discovery. Our program includes group discussions, conflict resolution training, and opportunities for meaningful peer interaction, fostering a safe and inclusive environment for all.

Our Middle School program prepares students not only for high school but for life beyond. We emphasize skills like time management, problem-solving, and effective communication, ensuring they are well-equipped for future challenges.

A Typical Day in Middle School

_{*The Middle School schedule is blended with Upper Elementary. Please note the difference in D.E.A.R.S/SOLO}

Arrival and Morning Meeting

Students arrive for the day between 8:15 and 8:30 and transition smoothly into a student-led morning meeting, where each child has an assigned role: facilitator, attendance taker, planner, observer, community meeting leader, or meditation leader. The facilitator guides the meeting, encouraging participation and ensuring everyone’s voice is heard. The attendance taker checks in with classmates, fostering responsibility, while the planner helps outline the day’s activities. The observer notes group dynamics, and the community meeting leader is introduced to addresses any class-wide topics or concerns, promoting openness and teamwork for the community meeting later in the day. Finally, the meditation leader guides a brief mindfulness exercise to center the group. Together, this meeting cultivates collaboration, responsibility, and sets a positive, calm tone for the day, empowering students to take ownership of their learning environment.

Work Cycle

Middle School days are a blend of structured activities, lessons, and independent follow up work. Students may choose to work independently or, with certain work, they are allowed to work collaboratively with others. Teachers provide individual, small group, and large group lessons dependent on the curriculum, projects, and student readiness. Students keep track of their progress and manage their time throughout the week to meet deadlines. As in all of our classrooms, work happens at school. Students do not receive homework, though you may notice that some students choose to take work home with them when they have a particular interest in a topic or when they are working to master time management and make a discussion deadline that is important to them.

Snack

Snack time is thoughtfully integrated into cultural studies, giving students a hands-on, immersive experience with foods from different cultures around the world. Each week, students learn to prepare and cook a dish that reflects the traditions and flavors of a particular region or country. Through this process, they gain valuable practical life skills like following recipes, measuring ingredients, and using kitchen tools safely. These activities build their confidence and independence, equipping them with essential skills they can use outside the classroom.

Beyond practical skills, this shared cooking experience fosters social connection. Working together, students learn to collaborate, share responsibilities, and communicate effectively, all while building a supportive and inclusive community. As they enjoy the food they’ve prepared, students have the opportunity to discuss the culture it represents, share their own experiences, and listen to others’ perspectives, enriching their understanding of diversity.

This weekly practice also provides a multi-sensory cultural experience. Students use sight, smell, taste, and touch as they explore different spices, textures, and cooking methods unique to each culture. These sensory experiences deepen their appreciation and understanding of global traditions, creating a meaningful connection to people and places they may never have encountered otherwise. By engaging both their minds and senses, students develop a broader worldview and a genuine curiosity about the diversity of our world.

Lunch and Recess

Lunch and Recess are a total of one hour from 11:30 to 12:30. Students bring their own lunch and will eat together before going out to recess. The amount of time given for lunch and recess changes depending on the student needs. Students are asked to join the group for lunch for a minimum of 15 minutes and then are allowed to be dismissed for recess if ready. Some students might choose to eat for 45 minutes and join recess for 15 while others eat in 15 and play at recess for 45 minutes. This flexibility within structure helps students learn more about their personal needs and enhances their social relationships and understanding of other’s needs.

Drop Everything and Read (D.E.A.R.) & SOLO

After recess, students enjoy a 45-minute period of dedicated reading time, allowing them to immerse themselves in books and develop a love for reading. On Mondays and Fridays, students are given the freedom to explore any book that piques their interest, whether it’s a novel, a non-fiction book, or even a comic, fostering a sense of autonomy and enthusiasm for diverse types of literature.

During the rest of the week, Tuesday through Thursday, the students read assigned reading books, which might align with specific themes, genres, or skills being studied in class. By balancing free-choice reading with assigned texts, students are encouraged to appreciate different literary genres while also working on comprehension, vocabulary, and analytical skills that strengthen their reading abilities. This approach creates a well-rounded reading experience, balancing personal interest with educational goals.

On Mondays and Fridays Middle Schoolers have Solo Time in place of D.E.A.R.s. Solo Time refers is when students are encouraged to work independently on a project or activity. This time allows students to explore their individual interests, focus on self-directed learning, and develop time management and problem-solving skills.

Afternoon Specials

In the afternoons, students engage in lessons led by a diverse array of specialists, creating a well-rounded educational experience that goes beyond traditional academics. These sessions include Art, American Sign Language, Music, Movement, and Mindfulness. When not in an afternoon lesson students are able to work on follow work from their morning lessons.

Afternoon Jobs and Recess

Each student rotates classroom responsibilities each week to help care for the environment of the classroom. Students jobs include a variety of tasks such as dishes, taking out the trash, watering plants, or vacuuming. If jobs are completed in a timely manner students are released to recess prior to dismissal.

Dismissal

Students are dismissed for the day between 3:15 and 3:30. Any after school students can be picked up between 3:30 and 5:30. Middle schoolers also have the option for independent dismissal when appropriate.