Dallas, TX
East Dallas Community School

Teachers Are:

OVERALL RATING: (3.4)
Full of energy and seemingly happy in job
Patient and affectionate with children
Talks with children and listens carefully when they are talking with him/her
Praises children for accomplishments and good behavior
Provides feedback on what my child does during the day
Shares insights on my child that are helpful and accurate
Identifies my child’s strengths and weaknesses
If necessary, provides additional support to my child during pickup and drop-off
Resolves disputes quickly, calmly and fairly in a manner that allows children to learn from the dispute
Notices children who are not on task and/or engaging with other children appropriately and quickly reengages them
Manages the energy level of the children so that all children feel safe and able to learn
Provides additional support to a child when s/he is clearly failing in her/his efforts
Strikes the proper balance between active and quiet play for children

source:

Director's Comments on Individualized Teaching

Description of how teachers work with children who are  "behind," "excelling" or "different" from the majority of students

In the Montessori approach, all teaching is "individual," and all children are "different" in that each child's personality, abilities, interests, and learning style are respected and valued. Children are not compared to each other, and cooperation and collaboration is encouraged, rather than competition. Each child is an important and valued member of the community, with the ability to contribute much to others as well as learn from others. Younger children learn from the older children in the classroom, as well as from lessons given by the teachers, and the older children have the priceless opportunity to experience a leadership role in helping the younger children.

Each child's individual pace of development is respected and protected. Teachers make detailed daily observations and keep records of lessons given and work chosen by the children. Because the children stay with a teacher for three years, the relationship with the child and the family is a deep and close one. Frequent and detailed communication about each child and his/her progress enables teachers to monitor the children's progress and recommend testing and/or evaluation in specific areas when the child is old enough, if there is a perceived need.

Speech and occupational therapy can be provided on campus for children who can benefit from this, and we also provide a play therapy program for children with emotional issues. Reading Recovery, a program of daily individual reading tutoring, is available at the first grade level for those children who need extra help to move into independent reading.

Montessori? Waldorf? Play-based?

What school type is right for your child? Is one model better than another? What does the research say?

View an example from the Savvy Source guide to learn more.

Get large plastic buckets (or sand buckets if you have lots of really little toys )in a variety of solid colors (red, blue, yellow, green, pink). Ask your child to clean up his/her toys by putting the toys in the bucket corresponding to the color bucket. Great for teaching personal responsibility, color identification, and sorting.

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