On Thursdays during the school year, we offer observation sessions for current parents at our school. We ask that each parent observe their child’s classroom at least once a year. To sign up for an observation session in your child’s classroom, please use the notebook in the Parent Resource Center.
There are two slots available per classroom each Thursday for observation. Observation sessions begin in the Parent Resource Center at 8:45 AM on Thursdays.
- 8:45-9:00 AM Meet in the Parent Resource Center with Admissions Coordinator, Angharad Picton Menne. Angharad will describe the protocol for observation and give a brief overview of Montessori education.
- 9:00-9:30 AM Observers are led to the classrooms to observe.
- 9:30-9:45 AM Q&A in the Parent Resource Center. Some notes about observing at Mayflower.
We are happy you have taken time to observe our learning environments and the children at work. We want you to see what happens on an average day. The relationship between the child and the teacher should be warm and supportive. Over the two to three years a child and teacher are together, the teacher comes to a deep understanding of a child’s learning style and how best to be both nurturing and inspiring for that child. During observation, in order to get a true glimpse of the day-to-day life of the classroom, we ask that you remain seated. New adults moving around the classroom can be a distraction to the children. If a child asks you why you are there, you can say “I’m here to observe your class.” Children are used to having observers.
Please refrain from using any technology while in the classroom. Note the various aspects of the classroom: the independence of the children, how naturally they assume responsibility for themselves in the classroom, and how respectful they are to each other and to the materials. The variety of work: language, reading and writing, food preparation, activities with the sensorial materials, puzzles, art and sewing activities, washing dishes, plant care, counting, sorting, math, and helping themselves to snack. The variety of pace at which the children work: some work quickly, while others work more slowly. The children’s schedule: they are free to schedule their own day, sometimes with the teacher’s help, and to work alone or with others. The lessons being given by the teacher, and the guidance the teacher provides to the children. The interactions between the teacher’s assistant and the children. The social aspect of the classroom: conversations, children working together and helping each other.