Upper Elementary Guide

Regular, On-going Tasks 

Daily  

     Pre-class 

• Consult with co-teachers and assistants. 

• Outline projected routine of day and special activities. 

• Select a point on which to concentrate observation. 

• Convey information concerning the special needs of some children; propose possible strategies to support positive behavior and minimize negative. 

• Identify a given group of children who might be shown certain materials (or steps), if they ask for help or seem to need a new stimulus 

• Receive and welcome children. 

During Class 

• Observe group’s overall feeling – the tone of the day. 

• Assist children who need individual help to choose work. 

• Protect working children from interference (including adult). 

• Be prepared to make at least one small group presentation involving new material or a progressive step. 

• Give individual lessons. 

• Withdraw at regular intervals to observe. 

• Uphold and reinforce positive behavior by modeling adult behavior and drawing attention to ground rules at a “neutral” time. 

• Remain in contact with the whole group and sense changing mood or activity symptoms. 

• Unobtrusively monitor the work of the individual child. 

• Be on the lookout for opportunities for oral games.   

• Record important points briefly – expand later. 

• Treat children according to individual needs. 

• Keep an eye on group activities to maximize healthy socialization, fostering of community and healthy recreation. 

• Calmly prepare for transition activities. 

• Incorporate dismissal routine as one of the day’s crucial activities. 

Post-class (in cooperation with co-directress/Aide) 

• Make minor material repairs. 

• Refresh environment. 

• Complete daily notes. 

• Think about individual children and group interaction. 

• If necessary, program and assemble a new exercise for the next day. 

• Confer with co-directress. 

• Compare observations. 

• Discuss relevant points in Montessori theory. 

• Demonstrate a learning material. 

• Exchange ideas or alternate ways to cope with a given child (not just problems). 

• Review successful group activities and invent new ones. 

• Review and practice with materials especially those soon to be presented. 

• New oral language games. 

• Points of interest. 

• Enlarge repertoire of sensorial and practical life. 

• Replace articles for mystery bags and object boxes. 

• Review transgressions of ground rules by adults and children and try to analyze possible causes; attempt to find counter strategies. 

Weekly 

• Double-check all learning materials. 

• Remove all items in need of repair, replacement, or cleaning. 

• Rotate books. 

• Note needed janitor services. 

• Restructure classroom routines as needed. 

• Place orders or go shopping (with approval). 

• Visit resource centers (libraries, special exhibits). 

• Plan how to use volunteers or special resource people for next week. 

• Update personal albums or notes. 

• As needed, update long-range class and children’s records. 

• As needed, organize special projects, read professional journals. 

• Confer with Administrator/Headmistress as requested. 

Occasional, On-going Tasks 

• Prepare notes for conferences and hold conferences. 

• Prepare evaluations. 

• Attend staff meetings and parent meetings. 

• Prepare for Open Houses, observations and special events. 

• Other duties as requested 

Seasonal Tasks 

• Supervise major clean up. 

• Take inventory. 

• Develop programs and special holiday events. 

• Organize and orientation program for children entering. 

• Attend seminars. 

            Physical – On the job at least 80% of the time, the employee must: 

• Bend 

• Squat 

• Stand 

• Sit on the floor 

• Walk 

• Push/pull 

• Carry/lift up to 50lbs 

• Walk up to one mile comfortably and independently