Middle School (Secondary)
Meeting the Needs of Adolescents
In the early 1900’s Dr. Maria Montessori wrote about what we now call the value of 21st Century Learning Skills. She predicted that if adolescents were allowed to learn in an environment specially designed for their specific stage of brain and physical development, the result would be adaptable, independent, ingenious, and creative adults with excellent communication and problem-solving skills.
As Montessori asserted, it is important for those who work with adolescents to craft curricula based on current research, best practices, and the needs of students. “It is necessary that human personality be prepared for the unforeseen, not only for the conditions that can be foreseen by prudence and foresight.” (Montessori, 2007, 57) If part of the purpose of education is to help adolescents adapt to this unknown future, then the method of education, teachers, and leadership must be flexible as well.
Middle School Program Overview
Maria Montessori School’s Secondary Program has been designed with great research and care to meet the developmental needs of the early adolescent. The program utilizes hands-on experiences and real life problem solving scenarios to satisfy students’ desire to do rich, meaningful work. Project based learning, group and team work, and community building recognize students’ need to be social while providing rich learning opportunities. A united (or cosmic) curriculum helps students see how intertwined the subjects of study are, and ultimately deeply internalize academic concepts.
Benefits of a Small Middle School Program
Maria Montessori School purposefully cultivates a small, intimate middle school program.
- Students are encouraged to get to know each other on a deeper level. They learn each other’s strengths and how to bring out the best in each other.
- Students are more likely to seek help and help others when they feel connected to their peers, learning cooperation skills that will last a lifetime.
- When adolescents cultivate positive friendships, they experience more academic success and report less stress.
- Students who cultivate deeper friendships are more likely to continue those friendships in high school and beyond.
- Students who arrive from outside of a Montessori elementary program often find that after an adjustment period they have deeper friendships, more academic accountability, and ownership of their education.
- Teachers have a better understanding of the individual students’ academic and social/ emotional needs, and how to best help them achieve their own level of success.
- Parents feel more connected to the school community, the staff, and their fellow parents.
