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San Francisco, CA
Big City Montessori School
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Parents at this school would recommend this school to other parents. |
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Review this preschool |
neighborhood: Bernal Heights · Telephone: (415) 648-5777 · Website: www.bigcitymontessorischo...
Home-School Connection
| OVERALL RATING (4.2) | 
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| Conducts an open house at start of school year | 
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| Conducts a parent-teacher meeting at start of school year |
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| Conducts regular parent teacher conferences |
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| Provides summary of child’s learning at end of year |
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| Provides guidance on developmental goals for the following year |
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| Provides guidance on best Kindergarten and elementary schools |
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Director's Comments
"A Montessori education is one that involves cooperation and communication between school and home. Harmony between the two is very important. When your child enters Montessori class, your child becomes part of a Montessori family. Here are a few tips that may help your home be a Montessori home, which fosters independence and self confidence for your child: Read to your child: Ask simple questions about the story. Ask the child to retell, pantomime the act or repeat the sequence. Play games with your child: Talk about the rules that need to be followed and listen to directions. Build an understanding of number concepts: Practice counting objects Recognize symbols (1,2,3) Understanding time: Today, tomorrow, yesterday- this is very difficult for kindergarten children. Understanding words like more and less, bigger and smaller, before and after. Develop memory: Memorize nursery rhymes and short poems. Tell a simple story. Remember correct sequence of events. Help notice details: Play games that involve picking out differences between objects which are very much alike. Use objects like buttons, money, cards, etc. 'Find the ones that are similar and dissimilar.' Learn to sort objects by characteristics: Practice sorting objects by size, color, shape, function or material. Build vocabulary: Help your child learn the names of objects in your home, in specific rooms, in closets, in drawers. Talk about words and explain what they mean. Play games that describe characteristics to which the child must supply a name: I'm thinking of a long metal object, used in the kitchen, which we use to cut food. What is it? Learn the colors: Call attention to the colors of objects. Help your child point to colors when you name them and name them when you point to them. Increase his general store of information: Talk to your child about experiences he has had; an excursion to the park, a movie you watched together, a walk. All can be an opportunity to increase his knowledge about the world he lives in. Help you child use his imagination: Encourage inventive games that involve pretending: playing house, or store or school; being an imaginary hero-all of these games help in developing your child's critical thinking skills." Extracted from the Big City Montessori Web-Site
Separation
| OVERALL RATING (4.4) |
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Parents' Comments
Parent #1
Big City is very academic and taught my children to read phonically. It is a great education in a loving environment. I cannot say enough good about our experience in Big City.
Parent #2
Parents are encouraged to make special education presentations to classes. One parent taught about the Irish culture, one taught about jewish culture/traditions, etc.
Parent #3
BCMS is as much as a community as you want it to be. Other parents are friendly and are looking for play dates with their children. Teachers will meet with you as much or as little as you desire. A monthly newsletter is published, and a weekly e-mail is sent regarding what your class did that week. You can raise money for scholarships for children to attend BCMS if you choose to do so.
Parent #4
I can drop in anytime, but I have to respect the enviroment.
Parent #5
the director enocuranges visits months before child is to regularly attends the school
Parent #6
I think the school is flexible on this issue to the extent they make themselves available based on the needs of the child and/or parent. They don't force the structure when it is not needed.
Parent #7
The director is very easy to reach as she is at the school at all times. She absolutely has her finger on the pulse of the school, and her door is always open.
Parent #8
Close to no feedback on individual progress. Weekly overview select topics covered the previous week. Individual feedback provided upon request, during parent-teacher meetings, always in the presence of the director. Feedback given did not necessarily match parent observations outside school
Parent Community
| COHESIVENESS RATING (4.0) |
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Parents:
- Fundraise
- Are able to visit the school anytime we want
- Receive newsletters
- Hold social events outside of the school (with and/or without children)
- Encourage play dates out of school
- Shares information on matter related to our children (e.g. babysitter lists, pediatricians, extracurriculuar classes, etc.)
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Parents' Comments
Parent #1
Volunteer in school improvement activities.
Parent #2
The school did not fundraise; it has been around 35 years and is well established.
Parent #3
The school was extremely friendly and helpful in teaching me how to be a great parent. Since they have so much experience they would tell me how and what my child learned. Big City was a great experience for our family and the other families we met and still hang out with.
Parent #4
We have a Yahoo group where we share info, photos, calendars, etc.
Parent #5
Pairs old parents with new parents
Modes of Communication Between School and Home
- Notes
- Phone Calls
- Voice Mail
- Special Meetings
- Two or More Regular Conferences
- Drop-Off
- Pick-Up
- Regular newsletter/printed updates circulated to the whole school
source:
Parents' Comments
Parent #1
The Head of the School knew all the children well. They would leave notes or talk to a parent daily if the child had an exceptional day or a bad one.
Parent #2
The entire staff is well versed in the childrens daily activities and will reliably transfer information to other teachers if necessary
Parent #3
As Needed, teacher is always available to talk
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