Education
Montessori
Our!
Every child is different, develops at their own pace, and has unique interests. Education should nurture their potential in a calm, safe environment, free from pressure and competition, fostering qualities such as diligence, perseverance, and goal-oriented pursuit.
Montessori with us
We want children to want to learn – from their own, intrinsic motivation. Therefore, the process should begin with what the child does best,
and then gradually lead them to increasingly greater challenges. It is crucial that learning takes place through touch, independent experience, and action.
and repeating many times until mastery is achieved.
We believe that every child is different – no one is better or worse. Each child simply requires a different path, their own pace, and an individualized approach. This approach has been in place for over 100 years – pioneered by Maria Montessori and developed by thousands of people around the world convinced of its value.
Based on our educational experiences
and pedagogical, we are creating a place for like-minded families. A place where education supports a child's development and builds a sense of self-worth, agency, and readiness to become conscious, free individuals.
Students acquire knowledge using Montessori materials, supported by weekly Work Maps – guideposts that organize their activities. They are accompanied by teachers who support each child's individual development.
Principle of
free choice
With a weekly work plan, the child decides which educational materials (scales, glass measuring cylinders, counting beads, etc.), where (on a table, on the floor, etc.), with whom, and for how long. Before the child makes their choice, the teacher conducts an individual first basic lesson.
Principle of
order
Every thing has its place
and each child returns the thing to where it came from. Limitations, rules
and the entire school life is subject to rules and it is not true that our children are allowed to do everything and the teacher is not a partner or a friend.
Principle of
transfer
Each Montessori aid is an element of a larger whole, each element of this whole is intended to teach something new, next, more difficult.
Own action
and processing
We learn through repetition. As many times as it takes to wipe the table to get it right, so many times do you need to practice multiplication tables. A child knows how many repetitions they need.
Principle of
self-control
Montessori aids allow children to independently check whether the task has been performed correctly and to correct it themselves, so that children are not afraid to make mistakes and treat them as guidelines for the future.
5 Montessori Principles
Education
Each new student begins their journey by familiarizing themselves with the principles of working in the Montessori system.
In the initial period, the teacher plays a particularly active role - he or she introduces the student to how to function in the classroom, supervises his or her activities, supports the organization of work and helps to bring out natural curiosity and interest in learning.
The teacher assists the child in developing such qualities as self-discipline, diligence, perseverance, patience, and consistency in pursuing goals. As Maria Montessori said, this results in a "naturalized" student—one who is well grounded in principles.
and rhythm of work – they learn to function in silence and concentration. When they begin to engage in activities independently, with the teacher's discreet presence, they become ready to work according to the rules that apply to all members of the class community.
The key to Montessori education is cooperation instead of competition, responsibility instead of passivity, striving for silence instead of relieving emotions, and working on oneself instead of comparing oneself to others.
1-3 levels
4-8 levels
Grades 1-3 work as one team. The group, diverse in age and ability, aims to function like a tribe or a large family. In such a community, if I already know something, I can help those who don't. If I don't know something, I can ask someone I choose. The teacher doesn't tell everyone individually how to work with the material.
Students have the freedom to choose their subject and place and working time, except for classes planned by the teacher as planned group classes (physical education, English).
In the older grades, classes are led by subject teachers, which leads to a more analytical approach. Compared to younger age groups, the scope of the material covered is much broader, and its acquisition requires greater intellectual engagement. Students work with source materials, learning critical thinking, selecting information, and drawing conclusions.
During classes, older students often use lapbooks to create their own learning aids, which fosters individualized learning and the development of organizational skills. We emphasize teamwork – students work on joint projects, share tasks, and learn to cooperate, which plays a crucial role in their social and cognitive development.
Teachers
At our Second Floor School, the most important thing is not that the teacher teaches, but that the student learns.
Our approach is based on the assumption that the child is an active participant in the educational process, and the adult's role is to wisely and carefully accompany this process.
We are inspired by Maria Montessori's pedagogy, which holds that a properly prepared environment fosters a child's independent, natural development. Our teachers ensure that it is filled with inspiration, peace, and respect—so that each child can develop at their own pace. A Montessori teacher accompanies the child with respect and trust. They treat each child individually, helping them transform challenges into developmental experiences.
and supports you on your way to greater independence.
Our Teacher:
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carefully prepares the educational space, adapted to the current development needs of students,
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sets the goals and outcomes of education based on the core curriculum,
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supports students in planning their work – including by helping them create weekly plans,
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presents ways of working with educational materials,
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provides help when the child needs it and asks for it,
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helps to treat mistakes as a natural part of the learning process and a guide for further action,
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monitors students' progress and supports them in difficulties,
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and constantly and carefully observes the development and needs of each child.
Resources
At our school, we attach great importance to the space that surrounds children every day.
In the spirit of Maria Montessori's pedagogy, we believe that a carefully prepared environment is one
of the key elements supporting students' independent development and their acquisition of new competences.
In the early childhood education rooms (grades 1-3) there are separate thematic zones equipped with
with appropriately selected and regularly updated teaching aids. The aids are constructed
in a way that engages multiple senses. Each aid appears in a single piece. Students learn to wait for their turn, maintain order, and recognize that each of us has a different pace of work.
The materials align with the Montessori division of areas into science, mathematics, language, geography, sensory, and artistic. This spatial organization supports children in independent exploration of the world, developing curiosity, and learning through action and experience.
Aids are introduced gradually, as children become ready to acquire new skills. These aids have a self-testing function, designed to strengthen students' intrinsic motivation, awareness of their own competences, and the ability to search for solutions. Hence, the control cards and self-monitoring formula of the aid. Aesthetics and a realistic representation of the world are also important.
Artistic -
workshop
Lab
TUS - home
Students' time at school should be spent acquiring knowledge, developing academic skills, and acquiring competencies necessary for further development. Meanwhile, time at home should be devoted to rest, building relationships, moments for self-discovery, and family life.
For this reason, our students' schedules include time designated for "independent work." These are specially designated lesson units during which teachers are on duty in individual classes, and students independently decide which topic or subject they want to work on at a given time.
This form of work creates space for:
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consolidating content that requires repetition,
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deepening the topics of particular interest,
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consulting more difficult issues with a teacher or peers.
Thanks to this, students learn independence, responsibility for their own learning process and develop the ability to organize work and plan.
