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Community Montessori School

9069 East 141st Street
Fishers, IN 46038

(317) 577-3641


Philosophy & Approach

School Philosophy

General Approach to Learning: Montessori

Curriculum & Teaching Approach

Learning Philosophy & Tools

  Play- based mostly teacher led not formally in curriculum conducive environment
Language       more

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  • Tracing paper and other writing instruments
  • A well-stocked bookcase
Oral language  
Nursery rhymes, poems, songs  
Storybook reading  
Emerging literacy skills  
Cognitive development
Math & number sense
Time & space more

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  • Maps
Sci. reasoning/physical world more

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  • A place for science activities such as growing plants
  • Pets for children to watch and care for
Music more

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  • Musical instruments
Visual arts more

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  • Materials such as paint, ink, paintbrushes, crayons, markers, chalk, paper, etc.
  • Art work on the walls
Physical activity more

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  • A playground with climbing equipment
Other subjects taught

Quality of Teaching

Individualized Teaching: From the Director

Each teacher in our school has completed the rigorous AMI Montessori teacher training program and has completed a long series of observations and student teaching designed to help her meet the needs of every student.

The Montessori approach includes a set of materials that is sequential in nature, so that every child in the classroom moves at his or her own pace and skill level. The teachers know how to entice each child to assorted materials, as well as when to step back and let the child take the lead. There is no "behind" or "ahead" in the Montessori environment, each child simply progresses at his or her own pace.

Day in the Life

General School Mission

As a Montessori school, we view education as an aid to life. While mastering important social, life and academic skills, Montessori students become responsible and active members of the community. Your child will develop: confidence, a love of learning, responsibility, happiness, self-discipline, focus, self-knowledge and empowerment.

A Typical Day

Children arrive in the morning excited to see each other and ready to learn. The children start the day off by immediately starting the work cycle, which is the core of the day. The teacher greets each child as he arrives, and the child begins choosing his work for the day. The teacher observes, gives individualized lessons and redirects when needed. The classroom assistant guides the children when needed, oversees snack preparation and helps to keep the room in working order. Toward the end of the morning, the children wrap up their work and they may gather for a short group time.

At noon, the younger children go to reccess and then dismiss for the day, while the older children set the tables for lunch. After they've eaten and had reccess, the older children then return to the classroom for a second work cycle.

Throughout the school year there are special presentations, such as performance artists who perform for the classroom for cultural holidays, as well as classroom celebrations.

The children are a loving group of friends who stay together for the entire three year cycle of the primary program.

Our classrooms facilitate the Montessori Mantra of "Help me to do it myself."

Home-School Connection

Home-School Connection: From the Director

Classroom and all-school newsletters go home to parents several times each month. Parents see staff members at drop-off and pick up times, and are also given means to directly contact the teachers.

Parent-teacher conferences are held formally twice a year, but are also done on an as-needed basis. Parent-child mornings are also held formally twice a year, and this is an opportunity for parents to have their child guide them through what they are learning in the classroom.

Parent Education nights are also held throughout the school year, which enable the parents to learn more about the Montessori philosophy, as well as specific materials in the classroom.

Parents are encouraged to observe at classroom observation windows once the child has acclimated to the classroom.


Separation is Handled through:

  • Pre-entry meetings with parents at school

Handling Separation: From the Director

We have a new student intake session where the children can meet each other as well as the staff. Parents meet in a seperate room at this time, but are not far away.

New students are phased into an exsisting classroom slowly, so that no more than 2 students start school on the same day. This enables the teacher and assistant to acclimate each child to the classroom thoroughly. The older students in the classroom typically show compassion for those having separation issues, sometimes reading them a book, getting them a tissue or working with them to help them through the day.

On occassion, an abbreviated school day is recommended and gradually increased until the child is able to complete a whole school day.