Children have a natural love for learning. At WSMS, we focus on helping children learn how to learn, so they become intrinsically motivated to do so, and retain their zest for knowledge throughout their lives.

Teachers are there to observe, to listen, and to assist when necessary, but we support the child to work independently and let his interests and talents guide him. In the words of Maria Montessori, “The greatest sign of success for a teacher is to be able to say, ‘The children are now working as if I did not exist.’ ” These are words we live by at WSMS.

At WSMS, we:

offer a prepared and designed environment: materials are child-sized and child-centered. As a result, children develop the ability to think and do for themselves, and with this comes a freeing sense of independence.

• encourage children to choose their own work, rather than structuring their day for them. They are far more likely to be motivated if they can select what they would like to work on, and this motivation provides the base for more growth and development.
• allow children to work in long blocks of uninterrupted time. This way, they are able to fully complete tasks before moving on to new ones, and build focus, an important quality for future learning.

WSMS teachers:

• act as observers and mentors, rather than directors. They allow children to figure things out on their own, recognizing that a child will have greater satisfaction if she comes to a solution by herself, rather than being told an answer.
• recognize that each child is unique and learns differently. Our teachers give children the time to master each task at their own pace. They are aware of the level of each specific child, and tailor individual lessons accordingly.
• understand that for a child, the process of learning is as important as the learning itself. Process leads to mastery, which then leads to a sense of incentive and greater autonomy.

Here’s just one example of how our young students begin to be self-directed learners:
At WSMS, we want children to be able to do as much for themselves as they can. Mastering a task builds confidence and creates the desire to want to learn and do even more. This goes for the materials we offer at school, but also for the child’s personal environment. As fall turns toward winter in the classroom, the children begin wearing coats to school—and taking off and putting on those coats can take some time when small hands are unaccustomed to the task. Though at times it can be quite tempting for teachers to just do the buttons or zips themselves, they are patient, observing instead of stepping in. And this pays off: the sense of pride and satisfaction on a child’s face when he does eventually get that button through the buttonhole (even if the buttons don’t exactly match up the first time!) is priceless.

“My goal is to empower each child in the classroom to master the art of ‘learning how to learn.’ This is a skill that, if learned early on, will facilitate one’s ability to explore and discover, to share and seek knowledge–essential facets of growing and learning over the course of a lifetime.” —WSMS Head Teacher since 1999

“I make every effort to focus on the whole child and to develop independence by being emotionally open and responsible to the children and their needs.” —WSMS Assistant Teacher since 2005