Faq

Questions & Answers

The child progresses at his or her own pace: if a child needs more time to complete an activity, he or she is given more time to complete it; if he/she quickly learns something, a more difficult activity is offered. The pace of learning is defined by each child in a specific way, and not set by the group.

The child also progresses according to his or her own choice of activities: he or she is active in learning. Numerous studies comparing traditional classroom instruction with a pedagogy that promotes children’s autonomy and active involvement conclude that learning is much more effective when it is actively induced. Thus, in a Montessori class, each lesson is a discovery decided by the child and not imposed by the teacher.

The educational approach is individualized: the educator, depending on the progress of each child, proposes to approach this or that notion. This is a major advantage of this pedagogy over traditional education, which is done for pupils “in the middle”: children do not listen to a teacher’s speech addressed to them as a whole, but are engaged in individual or small group activities.

Finally, every Montessori class is made up of children from mixed age groups, which encourages them to help each other and share their knowledge: cooperation, without competition. This organization is beneficial for everyone: it creates emulation among the smallest and the consolidation of knowledge among the largest.

Keeping the children’s enthusiasm and joie de vivre intact, giving them confidence (back) in themselves: this is the school’s mission. That’s why we don’t deliberately assign good or bad grades to children.
Instead, we have set up tools to monitor their evolution. The educator carries out a daily follow-up of each child: he or she provides a roadmap for each child to know, for each activity, when it was presented/successfully carried out for the first time/successfully carried out for the second time and therefore considered as acquired.
This roadmap assesses the child’s learning and behavior. In this way, each child is individually accompanied and followed in his or her work.
This form is regularly shared with parents.

In Montessori pedagogy, children are the driving force behind their learning: it is through their interest in a subject that they achieve concrete and positive results.
Research shows that without endogenous motivation (i. e. from the individual), memory is only slightly activated: to learn, the child must be motivated by the activity carried out. Further studies conclude that the brain learns and develops better when the body is not frozen.
Children also choose their own activities during the day, once they have been individually introduced to them by the educator according to their levels and aspirations.
This approach encourages autonomy, concentration, willpower, self-discipline and initiative because the child must make a decision about which activity to choose from among the hundreds of activities available.
Children’s freedom is accompanied by clearly defined rules such as respect for others and the atmosphere created, the importance of putting everything in its place and the importance of listening to others: it is a “supervised freedom”. Free choice therefore does not mean letting things happen.

In a Montessori school, the child has developed his or her will, his/her concentration, his/her autonomy, he or she has also cultivated a real sense of responsibility, an aptitude to cooperate with the other in his/her difference (his/her peers who are not necessarily the same age, language, culture) and self-discipline. He or she learned to work alone or in a group, was encouraged to take initiatives from an early age. He/she knows how to solve problems, make choices and organize himself.
The skills acquired by the child in a Montessori class are integrated into him/her for life.
Also, while the child is accustomed to freedom of movement and choice of activities, which is no longer possible in a conventional school, he or she has more confidence in himself or herself and has a good basis for adapting easily to another system.
In 2006, Science magazine published a multi-year study of 2 groups of children who attended either a traditional school or a Montessori school. The findings reveal that Montessori students had better academic skills (including reading and mathematics at age 5), more developed social skills, and were much more creative.
The Wall Street Journal wrote an article in April 2011 linking exceptional career success to Montessori education. The article describes how the learning of freedom and autonomy in Montessori schools attended by great economic, political and artistic leaders (including the founders of Google, Sergey Brin and Larry Page, Jeff Bezos, founder of Amazon or Jimmy Wales, founder of Wikipedia) has enabled them to become creative and found a company whose success is known worldwide.

Happy Forever School is a non-contractual school, so it does not benefit from any state subsidies or public aid, even if it is recognized by the rectorship of Montpellier.
Tuition fees are used to pay teachers’ salaries and expenses, rent and operating expenses, administrative management fees…
Tuition fees are realistically calculated to provide a quality school adapted to all children and good working conditions for educators, and adjusted to take into account parents’ income.

To ensure the full presence of educators in the room, children entering school should not wear diapers, at least during the daytime.

Yes, your child can come to class in the morning. He or she will be taken over by the parent before lunch. However, there is no specific fee, as all educators are full-time staff.

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