A Rockledge Montessori teachers role is more that of a guide or a facilitator rather than a “teacher”. She guides the children through the curriculum sequences by providing lessons and key experiences that peek their interests, encourage further exploration, and thus allow children to make their own discoveries.
Dr. Montessori considered the science and art of observation to be a fundamental necessity for teachers to understand and support the individual development of each child. Therefore, our teachers become a “student of the child”. They utilize various observation techniques and assessments tools as they evaluate and record information about each child. From these, they are able to make individual lesson plans for each child while remaining alert to changes in the child’s interest, progress, mood, and behavior.
Meet Our Teachers
Kathrine Fraleigh, 3-6 Lead Directress
Kat’s first experience with Montessori was reading about Montessori in early education classes, but her first hands on experience was when she decided to be trained as a Montessori Directress. Her favorite part about the Montessori Method is that each child is treated as an individual academically and personally, as well as the children are free to blossom and grow at their own pace. Originally from Little Mountain, South Carolina, Kat enjoys reading, jewelry making and cooking in her spare time.
Kat’s favorite quotes from Maria Montessori:
“Of all things love is most potent”
“Never help a child with a task at which he feels he can succeed.”
Jyoti Chopde, 3-6 Montessori Directress
Michelle Barnes, Teacher Assistant
Michelle first encountered Montessori in 2006, while inquiring about a job opening and touring the school. Her favorite thing about Montessori education is being able to watch the children work independently, as well as her love for the environment. Originally from Cocoa, Florida, Michelle enjoys reading, watching movies, singing & dancing and traveling in her spare time.
Michelle’s favorite quote from Maria Montessori:
“The most important period of life is not the age of university studies, but the first one, the period from birth to the age of six. For that is the time when man’s intelligence itself, his greatest implement is being formed.
But not only his intelligence; the full totality of his psychic powers…At no other age has the child greater need of an intelligent help, and any obstacle that impedes his creative work will lessen the chance he has of achieving perfection.”