Elementary

Primary classes are devoted to the physical and tangible; Elementary classes expand on that library of ideas and sensations to explore the universe through the power of the imagination.

Stories, impressionistic charts, and evocative materials give a sense of the size and age of the observable universe, the steady progression of life on Earth, the variety of terrain and climates on our planet, and the saga of human evolution, invention, and civilization. The teacher tells stories (“Great Lessons”), which lay out a general organization for knowledge, then invites the children to investigate details and relate them to the whole.

Young children are eager to master large bodies of information. Hasn’t everyone met one who seems to know the name of every dinosaur? Elementary classrooms harness this urge towards expertise by throwing open the doors to the whole of human knowledge: the history of ancient civilizations; the mechanics of language; biological and geological classification; the intricacies of physical and political geography; the methods of mathematics from basic operations through cube roots and basic algebra.

The Elementary classroom offers the child more than any curriculum requires. Since the classroom encourages exploration by individuals and small groups who then report back to the whole community, the children create a rich culture of discovery in which they are constantly exposed to a wide variety of information.

Elementary children typically develop a strong interest in ethics and “fair play.” The same impulse that led the Primary child to insist “Help me to do it by myself” for physical tasks—putting on a coat, or carrying a chair, or opening a door—now moves into the moral realm. Elementary students want to independently investigate grace and courtesy, rules of behavior, and roles in a group. Their questions move from the Primary “What is that?” to the Elementary “Why is that?” Cause and effect, connections and consequences are of paramount interest. Therefore, classroom materials direct these intellectual and social explorers to the interrelated roles in any society or ecosystem—the give and take that allows for a balance between plants and animals, predator and prey, farmers and merchants.

As in the younger classes, children learn by doing. Each Elementary class holds regular meetings—not only as opportunities to share work and research—but also as a chance to work out social problems in a fair and reasonable fashion. Teachers act as moderators and facilitators, helping children learn how to negotiate solutions that respect everyone's thoughts and feelings to maintain a smoothly functioning classroom community—and develop real-world skills of compromise and diplomacy that will serve them well for years to come.

Creativity is at the core of a well balanced Montessori program. In order to expand upon their creative work in the classroom, Elementary children spend time each week with an art specialist and music specialist, learning fundamentals and principles.

In art class, the children explore a variety of artistic media, from drawing and painting to ceramics and sculpture. Studies include the art of different cultures and the history of different artistic movements. Each class, as well as the other levels from Early Childhood to High School, plans and produces an art project for the school’s biennial Gala, and older classes frequently rely on our arts specialist’s aid in designing sets and backdrops for classroom productions.

Music class is a time for singing, movement and rhythm exercises, learning to play instruments, and music notation. Many elements of Elementary music class follow the Orff-Schulwerk method. Studies include the music of different cultures and the history of different musical movements. The music specialist also supports the Bissonnet Campus classes’ musical productions through all aspects of their performance.

When additional time and space are needed, students may use the art room and performance space during open studio time for independent projects, group projects, dramatic productions, and musicals.

Elementary students attend physical fitness class twice weekly. Classes are led by our trained and experienced coaching faculty. Sixth graders are eligible to join the Middle School’s cross country and track teams. Additionally, Elementary after-school enrichment classes include soccer, tennis, and fencing.

Many classroom assistants and several teachers are fluent in Spanish, making the language a constant and integral part of daily classroom life. A Spanish specialist teaches the subject in classrooms without a fluent adult. Younger children concentrate on vocabulary and basic conversation; older children approach the language more academically, learning grammar, verb conjugations, etc. Hispanic culture is also an important part of the life of the school, including the annual Día de los Muertos presentations.

The World Outside the Classroom

For Elementary and Middle School students, the classroom experience is not enough. They are seekers, trying to understand the wider world—the natural environment as well as the physical and social worlds built by humans—and their place in it.

Reading books, looking at pictures, watching videos, or listening to stories can help students. These are necessary but not sufficient. First-hand experience deepens understanding and makes ideas both concrete and memorable. Beyond this, travel provides a real opportunity for community building and developing practical life experiences. Students plan the itinerary, make airline and hotel arrangements, and pack their bags. Their experiences include money management, navigating the subway, using a hand net to collect specimens, paddling a canoe, cooking for 20, and dish washing, as well as many chances to practice grace and courtesy. Guided by their classroom teachers, the children develop practical and social skills to become increasingly independent and savvy travelers. It is no wonder that neuropsychologist Stephen Hughes said, “Montessori kids are good at doing things.”

Lower Elementary

Going Out (Direct Preparation for Overnight Travel)

In Lower Elementary, children are introduced to “going out,” an activity discussed by Dr. Montessori as a way to connect the children’s work in the classroom to the world beyond school and family. Going out is an outing involving small groups of children, ideally two to three. These off-campus trips are planned by the children with the support of the teacher for the purpose of enhancing, enriching, and extending learning. Ideas for going out may spring from presentations or individual interests. Each going out has a specific purpose and may involve follow-up work in the classroom. Going out continues throughout a child’s Elementary years. Classes also take field trips, traveling as a group to special programs and events.

Camp Allen

Lower Elementary children look forward to third grade when they get to take their first school overnight trip. For some children, spending the night away from home at Camp Allen, located about an hour northwest of Houston, is their first experience staying overnight away from family or family friends. This trip is chaperoned by the four Lower Elementary teachers and parent volunteers. At Camp Allen, third graders spend two days engaged in a variety of outdoor education activities. The first day ends with a campfire, skits performed by the children, and a nighttime game exploring the behavior of nocturnal animals. The children sleep in cabins on stilts, and a teacher or parent chaperone stays in each cabin. The group returns at the end of the second day by 3:00 p.m.

Upper Elementary

Fall Adventure/Environmental Education and The Flora, Fauna of Texas

In the fall, all three Upper Elementary classes travel for four days and three nights to Nature’s Classroom Institute (NCI) in New Ulm, Texas. In addition to experiencing a greater amount of independence, students enjoy outdoor team building activities and study a variety of topics in a fun, active setting. Students enjoy NCI each year because of the fun traditions and team-building experiences. Activities and class content change each year so that no two camp visits are the same. Learn more at discovernci.org/.

Capstone Trip

The highlight of overnight travel in Elementary is the sixth grade Capstone trip. Sixth year students use their trip planning and budgeting skills to create an active learning itinerary. They engage in activities and explore concepts that integrate learning from the classroom—as well as bonding experiences—before moving up to Middle School.  

The Elementary before- and after-school care program is housed in a specially prepared room and provides a relaxed, family-like environment for students.

Indoor and outdoor activities include arts and crafts, cooking and snack preparation, board games, puzzles, building sets, reading, classroom projects, playground sports, and games.

In addition, many children participate in after-school classes (After-School Enrichment Program, or ASEP) offered from 3:30 to 4:30 p.m. ASEP class fees are discounted 25% for children enrolled in the after-school care program.

On expanded-year contract days, when Elementary children are enrolled in both before- and after-care, they may make outings to local parks or other sites of interest.

Drop-ins

Drop-ins are only accepted under unusual circumstances and you must contact the auxiliary programs director if you need to arrange this. The school does not offer drop-in childcare on expanded-year-contract days (such as teacher in-service days) or during orientation at the start of school.

After completion of grade 6, students move up from the Upper Elementary program to the Post Oak Middle School program (grades 7 and 8).

View Elementary Faculty