Class size in schools is a hot topic at the moment.  Here at Forestville Montessori School we’re perplexed. We don’t get what all the fuss is about.

Our students are self-directed learners, setting their own pace with teachers who tailor learning to their individual needs, taking them on a journey of discovery.

  • We focus on things like ensuring students are engaged regardless of their age and abilities.
  • We seek adventures to ignite students’ curiosity and joy of lifelong learning.
  • We plan for hands-on, self-paced, collaborative learning.
  • We celebrate joyful scholars who embrace independence, initiative and self- discipline.

One size does not fit all. When it comes to class size, we like mixed-age classes where older children are leaders for the younger children, and where children thrive by taking initiative and not relying on adults all the time.

I suppose we could sum this up with the following quote:

‘Spoon feeding in the long run teaches us nothing but the shape of the spoon.”  E.M Forster

Watch the latest video in our series – ‘Montessori Philosophy in Action’, and hear from our parents and staff about the benefits of a Montessori education.

Come and visit us and see our classrooms in action! Book a tour today.
Denice Scala

Author Denice Scala

B.A, M.Ed, Dip ED, Dip RSA, Cert. Neuroscience. Principal, Forestville Montessori School. Denice Scala is an executive leader with extensive experience in key strategic roles requiring business transformation and innovation. As a passionate advocate for the power of education to enrich lives, Denice moved from classroom teaching to leadership positions in 1992 and since then has held international in roles in Scotland and Australia as Principal, Head of Junior School, and Head of Learning Support. She has an impressive working knowledge of early learning, primary, middle, and secondary schooling including gifted education and special needs. Her Masters in Gifted Education led her to work extensively to find ways to cater for gifted students. This led to providing professional development opportunities for educators to assist in their understanding of the characteristics of gifted children and the complexities of growing up gifted. Denice’s unparalleled grasp of current educational realities is equally matched by her big picture thinking combined with practical solutions to navigate change.

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