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Community Montessori School

500 Pleasant Valley Drive
Georgetown, TX 78626

(512) 863-7920


Philosophy & Approach

School Philosophy

General Approach to Learning: Montessori

From the Director:

The Montessori philosophy combines hands-on materials with mixed age classrooms. The adults "guide" the children with appropriate lessons, but the children are also eager to follow their own interests, becoming self-confident and capable learners!

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
  • Sandpaper letters and movable alphabets for early self-expression
Oral language  
Nursery rhymes, poems, songs  
Storybook reading  
Emerging literacy skills  
Cognitive development
Math & number sense more

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  • Puzzles
  • Concrete materials for the exploration of length, quantity, the decimal system and math operations
Time & space more

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  • Calendars and clocks
  • 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
  • A yard with a garden for each class
Music more

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  • Musical instruments
  • Two matching sets of bells for exploration of the musical scale; matching and grading the tones, playing up and down the scale, learning the names of the notes
Visual arts more

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

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  • A playground with climbing equipment
  • Bean bags, balls, and other objects that children can throw, kick, and play
  • Tricycles
  • Enough room for children to move around and play and a suitable indoor alternative to the outdoor playground on rainy days
  • Sandboxes and/or water stations for play
  • Jogging path, 1/8 mile
Other subjects taught geography, animal and plant characteristics, science experiments, Spanish or Mandarin

From the Director:

Play-based is not necessarily adequate for the Montessori approach. The work is purposeful and important to the child's community. The materials are self-correcting, so that the child does not need to wait for a teacher's approval. The children are remarkably confident and content as their classrooms are prepared environments that meet their needs. The adults nurture their growth with love and support.

Quality of Teaching

Individualized Teaching: From the Director

The Montessori method is based on the developmental stages of childhood, so that the materials for each stage emphasize the skills that children of that age love to perfect. For instance, discrimination of shapes is in a heavy-ish wooden block and the children remove and replace cylinders of differing dimensions. Children of this age love to carry heavy things and to take things out and put them back in - so the work is fun and meets an intrinsic need at the same time. The teachers, or guides, observe to know when a child is ready for the next step or activity in the environment.

Day in the Life

General School Mission

Community Montessori School is a diverse partnership of parents, teachers and children; an independent non-profit school embracing true Montessori principles that develop the child's full potentional and life-long love of learning. Our community strives to instill in each child a sense of duty and personal responsibility for the world in which we live.

A Typical Day

Children arrive in their classes by 8:30 (elementarystudents) or by 8:45 (toddler and primary classes). There is a child-centered work period in which a full range of Montessori materials are available. Children receive one-on-one or small group lessons during this time and choose work according to their interests from lessons they have already received. The teachers, or guides, ensure that each child receives the full breadth of lessons for their age and abilities. There are stories and Spanish lessons given to small groups throughout the morning, with songs and group activities at the end of the work time. Some young children leave at 11:30 and others stay in their classes for lunch. The young children then have naps and the older children have an afternoon worktime that often involves small group lessons in geography or science. The children follow their own interests and therefore are excited about their work! Each class has its own yard for gardening and other outside activities.
The extended day children go to the playground at 2 pm and leave from the departure benches from 2:40 - 3:00.
The all day children go to the playground around 3:30 and have more lessons in the classroom in the afternoon, as well as cooking, gardening and Spanish lessons.

Home-School Connection

Home-School Connection: From the Director

For propective parents we host coffee gatherings and give tours. For the tours, the children are invited. We host Montessori 101 and CMS 101 the summer before a child starts.
Also New Parent Orientations
Silent Journey and Discovery events through the classrooms
A Day in the Life of a Three Year Old
Cooking with Children (and others!)
We also have Parent/Teacher Conferences twice a year, regular Morning Coffees for current parents with parent-oriented topics, and Parent Meetings in January and April.
Each class hosts classroom gatherings and work days during the year.


Separation is Handled through:

  • Pre-entry meetings with parents at school
  • Abbreviated schedule at start of school year

Handling Separation: From the Director

The teachers meet first with the parents to begin a relationship of understanding with them, and then the child has one or two pre-visits before starting school. Usually, with the parent's trust and the enticing classroom, the beginning child does very well. Sometimes there are tears at arrival time, but usually they subside quickly. If a child needs a longer time to get used to being away from the parents, then our teachers suggest coming for shorter times in the mornings and building up the time at school more gradually.