Welcome to Covered Bridge Montessori School

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Not at this point.

Covered Bridge Montessori School is a member school of the American Montessori Society (AMS) and strictly adhere to the Code of Ethic adopted by that organization.

Montessori way relates to how young children learn through playing and exploring. The following information is taken directly from the North American Montessori Teachers’ Association (NAMTA) website, and while a good summary, we would encourage those interested to explore the multitude of information available on the web. A great deal has been written by many recognized education, curriculum and behavioral experts about the many differences. From NAMTA – “Montessori emphasizes learning through all five senses, not just through listening, watching, or reading. Children in Montessori classes learn at their own, individual pace and according to their own choice of activities from hundreds of possibilities. Learning is an exciting process of discovery, leading to concentration, motivation, self-discipline, and a love of learning. Montessori classes place children in three-year age groups (3-6, 6-9, 9-12, and so on), forming communities in which the older children spontaneously share their knowledge with the younger ones. Montessori represents an entirely different approach to education.”

Toilet readiness (potty-trained) is a requirement for children in Primary (3 – 6) level and above. Children in our Toddler (18 – 36 mos.) program do not have to be potty-trained. CBA,LLC staff work in coordination with parents to help children reach this milestone.

Again, the web provides a huge amount of information on this topic. To summarize one of the most basic recognized and positive observations of the Montessori mixed-age classrooms: Children often look to their peers and rely on those peers for direction. First-year-students enter the classroom for the first time and are met with role models – second and third-year students close to their age with confidence to lead and knowledge to help. This makes entry, comfort and assimilation for the new student a bit easier. Second-year-students start their year with confidence and a sense of returning to familiar territory. Same classroom; same teacher; same friends; and same classroom materials. They look forward to new lessons and are also developing the trait of being ‘helpers.’ Their second-year confidence allows them provide support to their new first-year-friends, while also taking into account that third-year-students are still there for positive role-modeling and peer support. The third year is an incredibly important time for the student. This is a time to solidify learning, while also enjoying the coveted role of ‘oldest’ in the class. Self-esteem is high, confidence continues to build, the opportunity to help others strengthens character-building traits. Third-year students are reading, writing, enjoying math work, and preparing themselves academically and emotionally for that next big step…Elementary!

Yes, punctuality is important. Morning arrival often sets the tone for the child for the rest of the day. Arriving late, even if just a few minutes, is often uncomfortable for the arriving child. Class has started…they don’t know what they’ve missed…others are ‘looking’ at them…their friends are already working on lessons (or the teacher has already started a presentation)… As a school (NOT a daycare center) teachers do have classroom schedules to keep and lessons to present. Children arriving late have the potential to disrupt the smooth morning flow. Punctuality is a valuable attribute and an encouraged character trait. It is an important discipline serving individuals and society well in everyday life.

CBA,LLC does have a dress code, however we feel students need to opportunity to express themselves as individuals without the constraints of a uniform. Our dress code is more of a common-sense approach to dressing with respect for oneself and othesr; and in being appropriately dressed for health and safety. For example – clothing with political and/or controversial messages should be left at home (respect); shoes cannot have lights or wheels (safety and distraction); shoes with laces are to be kept tied (safety).

That really would depend upon a number of factors, though (barring outside social and/or developmental challenges) children who complete the Primary (3-6) level are fully prepared to enter either private or public programs at the age appropriate level. Some families move directly into the public system knowing that their ‘home’ school district is strong. Others, concerned about underachieving public programs in their area may choose to keep their children in private programs. And of course, some completely supportive of the Montessori method choose to seek Montessori programs that accommodate children at the upper Elementary and Middle School levels.

School-day special programs are included in the cost of tuition and include a foreign language, music, and art. After-school extracurricular fees vary dependent upon the program and the provider.

When it comes to discipline, one policy does not fit all when it comes to young children. School staff look at the situation taking into consideration the age of the child, whether the action was willful or accidental, and whether the action was a part of a larger pattern of behavior. Simple ‘time out’ is a punitive punishment and is not used, however a ‘thinking chair’ is used to help remove a child from the situation and provide an opportunity to learn from their experience. Children are initially counseled privately by the teacher with the goal of helping the child understand the impact of their behavior on others, as well as on themselves.

Yes, each of our classrooms posts a schedule (order of the day) for their respective classrooms. Schedules will include times for arrival and dismissal, group activity (circle) time, work periods, outdoor play, rest/naps, snack and lunch, and special lessons. The Montessori method encourages uninterrupted work cycles, providing adequate time for young children to complete work or activities. These important work periods encourage and nurture concentration and focus. Schedules are subject to change dependent upon time of year, weather and/or special classroom activities. Schedules are reposted with updates when necessary.

Teachers are more than happy to meet with parents, but usually only by appointment. During morning arrival, the school day, and at afternoon pick-up the teacher’s primary responsibility is the care and supervision of ALL of the children. Report cards/Progress reports are provided twice per year (December & May).

CBMS is fortunate to have lead teachers who are passionate about having made Montessori teaching a career choice. Several of our leads have been with us well over 5 years. Assistants and after-school staff come and go a little more frequently. We sometimes have to remind ourselves that “Life Happens.” Spouses get new jobs, families move, children grow older and change schools, and more.

Sort of……CBMS’s regular school year runs from early August through mid-May. Summer camp runs June-July. While not perfectly aligned with the public school-system schedules, we make a strong effort to coordinate most of our break periods (Thanksgiving week, winter break, spring break, etc.) The week(s) immediately preceding and immediately following the school year are pre-planning and post-planning weeks respectively for staff.

Occasionally children have special dietary needs or restrictions, and parents are free to provide foods that meet those needs. Examples might include soy milk, almond milk, or a gluten free bread or pasta. When a child needs a modified diet for medical reason, a written statement from a medical authority will be required.

CBMS is not affiliated with any particular religious community and as such, does not teach religion. CBMS encourages and embraces diversity, so will celebrate holidays that are often religious in nature. Our goal is to be inclusive…learning about those with differing beliefs and cultures. Including children in learning opportunities helps to promote and develop greater social acceptance and cultural understanding.

CBMS provides a lunch daily for all enrolled children. Lunches meet the state requirement of a serving of meat (or meat alternative), two servings of fruit and/or vegetables, a bread or grain-based food, and milk. Entrees may include beef, fish, turkey, or chicken. There is also a daily vegetarian option for children who do not eat meat. Our fruits are purchased weekly and are always fresh. Vegetables are either fresh (carrots/cucumber) or freshly cooked. We do not promise organic food but will purchase it if readily available and cost appropriate.

The state of Georgia requires that supervised nap/rest periods be provided for all children under 5 years of age.

Yes, we do, and that is how we accomplish year around availability. Our summer program begins the Tuesday following Memorial Day and continues for 9 weeks concluding the final Friday in July. The program is broken into 4 two-week sessions and a final session of one week. Tuition is per session, allowing for families to take vacations and breaks during the summer without the burden of full tuition during their breaks.