A Day in the Life of a Primary Student

She says a loving good-bye to her father then greets the Head of School politely before she enters the building. Some mornings, she has spotted a friend in carpool, and waits so they can walk to the classroom they love together. Some mornings, she is thinking about the work she will begin her day with, and hurries off alone. Anne is small for her age, but carries herself with the dignity and confidence of someone twice her age. Even when she is deep in thought, she is smiling.

Anne has known her teacher for three years. They treat each other with great respect and share a love of learning. Anne usually enters her classroom knowing how she will begin her day, but she also knows her teacher is always available to guide her when she needs help.

She has been learning in this beautiful space for so long, she notices places of need before her teacher asks for help. Anne often begins her day helping her class. She can fold napkins for lunch, fold the towels and wet the sponges necessary for many Practical Life activities, water plants, dust, feed and refresh the water of the several animals in her class.

Montessori math materials. She has a great love for detail, an exceptional ability to concentrate, and a fierce determination to memorize math facts. This year she has already memorized addition and subtraction tables in combinations through 18; she is working on multiplication tables through 81. It is not unusual for Anne to practice math facts alone or in the company of one of her equally determined friends for more than an hour.

cursive handwriting. Her lower-case letters are beautifully proportioned; Anne is eager to master capital letters and punctuation. As several of her peers are also practicing handwriting several times each day, Anne often sits with a small group of good friends, quietly talking as they refine their penmanship. They pause to laugh, encourage one another, and to admire the improvement they notice. When she is not satisfied, Anne walks to the garbage can, throws her paper away, gets a new paper, and begins again. She is a tireless, eternally optimistic worker.

she has each morning to guide a three or four-year-old classmate. Anne gives simple lessons, ties shoes for children who are not yet able, reads stories to children who need a break in their day, and shares a snack with children who are not able to manage the many steps of setting-up and cleaning-up alone. Although she is not easily distracted, Anne is always willing to help other children in her community.

When there is an opening, Anne hurries to Countryside's gymnasium. The gym teachers greet her warmly; Anne takes off her shoes and socks, and enjoys approximately 20 minutes of physical exercise. For Anne and her classmates, time in the gym is both challenging and extraordinarily fun. When she returns to class, Anne either relaxes in the library with a book she can read, practices linear and skip counting with bead chains, or studies parts of speech with Montessori's language materials. Often, the work Anne begins at the end of her morning will continue through the afternoon.

Anne and her classmates begin returning their materials to the shelves, adjusting tables and chairs in preparation for lunch. When they have finished preparing their environment for lunch, Anne and her peers set their places for lunch. They move with great care, as these children eat with china plates, real glasses, stainless steel utensils and cloth napkins. After reciting a short poem together, Anne enjoys the hot meal prepared in Countryside's kitchen.

napkin in the laundry basket, and helps return tables and chairs to their places. Anne moves with great care, but she does not waste time. Like her friends, she is eager to get outside to play in the meadow and on the playground. In 15 to 20 minutes, Anne and her classmates will have independently cleaned their classroom and put on their jackets, hats, and any additional outdoor clothing appropriate for the day.

She picks up her work where she ended in the morning. Though her work is of necessity interrupted, Anne is able to resume without prompt or encouragement. Her energy and interest have not waned or wandered.

She has enjoyed studying composers, listening to samples of their music, and is beginning to compose her own music. Many afternoons, Anne writes a short composition she illustrates using one of the art materials she has learned to use. She enjoys memorizing and reciting poetry, and is learning to write her own poems.

By the time her teacher rings the bell to signal the end of the day, Anne is often already working with her peers to tidy the classroom. Anne is particularly attentive to the many animals in her class, and checks their food and water each afternoon. When Anne, her peers, and their teacher are satisfied, they gather their coats and belongings and walk to Countryside's vestibule together.

When the adult calls her number, Anne walks to the door, waits for the adult to invite her out, and then walks to her car. She smiles broadly as she greets her mother. Anne has had a full day, but the delight she experiences in learning increases her energy. She is glad to see her mother, looks forward to the comfort of home, eager to talk about the activity she is already planning for her next day at Countryside.