top of page
About Montessori School
of Tupelo
Montessori School of Tupelo encourages the development of the whole child's personally and academic growth by fostering independence, confidence, responsibility and joyful life long learning.
Since 2002, Montessori School of Tupelo has sought out to guide future leaders, nurturers, and motivators. The dandelion flower is a symbol of growth, hope, and development. Starting out as a yellow bud, this flower transforms into a head of seeds that spreads across the land to take root and produce future growth. Whether you are a teacher, parent, friend or family member of the children of Montessori School of Tupelo, you are a part of this growth. Just like the dandelion, you are spreading the learning experience through the example you lead and motivating the next generation ahead.
Our Board Members
Executive Committee
Patrick Elkins, President
Luke Burke, Vice President
Laura Kent, Treasurer
Christy Garrison, Secretary
Misty Coleman, Head of School
Members
Bronson Tabler, Legal Chair
Not Pictured: Shelby Gann
"(The child) is a traveler through life... We are the guides of these travelers just entering the great world of human thought. We should see to it that we are intelligent and cultured guides, not losing ourselves in vain discourse, but illustrating briefly and concisely the work of art in which the traveler shows himself interested, and we should then respectfully allow him to observe it as long as he wishes to."
- Dr. Maria Montessori, The Montessori Method, p. 237
Meet Our Teachers & Staff
Anita Cox
Infant Teacher/Lead
• Mississippi Early Childhood Inclusion Center (MECIC) Infant and Toddler special needs
Anna Evan Bristow
Early Childhood Guide/Lead
-
Degree in Human Sciences from Mississippi State University
-
NAMC International Montessori Teaching Diploma (Early Childhood 3-6yrs)
Bre Long
Co-Director
-
BSW/ Bachelor’s degree in social work from the University of Mississippi
-
NAMC (North American Montessori Center) infant/ toddler Certification - 2016
-
AMI (Association Montessori Internationale) Administrators Certification - 2023
Jolia Campeau
Toddler Guide/Lead
-
NAMC International Montessori Teaching Diploma (Infant/Toddler)
Kaycee Carr
Toddle Guide/Lead
-
NAMC International Montessori Teaching Diploma (Infant/Toddler)
-
Mississippi Early Childhood Inclusion Center (MECIC) Infant and Toddler special needs credentialing
-
YUM Certified
-
Music Specialist Certification (Trillium Montessori and Loyola University)
Lakshmi Nannapaneni
Co-Director
-
AMI Montessori Administrators Certificate 2023
-
Child Development Associate (awarded by the CDA National Credentialing Program)
-
Child Development Specialist (awarded by the United States Department of Labor)
-
Mississippi Early Childhood Inclusion Center MECIC Infant and Toddler special needs
Lexie Rhea
Infant Teacher
• Mississippi Early Childhood Inclusion Center (MECIC) Infant and Toddler special needs
• RBT Certificate from Mississippi State University
Sara Roeder
Early Childhood Guide/Lead
-
NAMC International Montessori Teaching Diploma (Early Childhood 3-6 yrs)
Tracy Gulledge
Toddler Flex Guide/Lead
-
American Montessori Society Certification (Infant/Toddler)
Jessica Peralta
Upper Elementary Guide/Lead
-
In process: NAMC International Montessori Teaching Diploma (Upper Elementary Teacher Training 9-12 yrs)
-
Mississippi Class AA License
-
Endorsement in Mathematics (7-12) (2023)
-
M.Ed in curriculum and instruction - emphasis in Secondary Mathematics Education (2018)
-
B.A.Ed. In Mathematics Education (2013)
Libby True
Lower Elementary Guide/Lead
• NAMC International Montessori Teaching Diploma (Lower Elementary Teacher Training 6-9 yrs)
Anna Kate Dunn
Toddler Assistant
Frequently asked questions
General
About Classrooms
About Teachers
About Tests & Evaluations
No, Montessori schools vary widely because the name “Montessori” is in the public domain. This means that anyone wishing to use the name “Montessori” for their school may do so. The best way to insure that a program is faithfully incorporating the Montessori approach as developed by Maria Montessori is to ask if the school or program is affiliated with AMI.
The Montessori philosophy has been proven successful for children of all socio-economic backgrounds, and it has met approval in regular classrooms, in gifted programs, and in classrooms designed for students with special needs. The individualized nature of the Montessori classroom ensures that the environment adapts to meet the needs of the student and allows him to work according to his abilities, not those set by a teacher for an entire group of children at one time.
There are several different, yet integrated, areas of learning in a Montessori classroom: practical life skills, sensorial development, language, mathematics, history, science, and cultural studies such as geography, art, and music. In addition to the available materials in each area, children might also take time out during the day to sing songs, read a story, or enjoy nature.
Children have both individual and group lessons in each area. Throughout the day, children are free to work with the activities. Emphasis is placed on helping children choose pursuits that are of interest to them, thus supporting the child’s natural curiosity and desire to learn. At the elementary level for ages 6 to 12, you can also expect to see children working together on projects, since collaboration at this age helps the child to become socially adapted to society and aware of the needs of others.
What you won’t see in a genuine Montessori program are systems of rewards and punishments to promote work or control behavior. In a Montessori class, children are engaged, active, and respectful because they are internally motivated, spending their time in an environment that consistently supports development of their will — that is, positive willpower and self-control.
Attending school five days a week gives the young child a concrete sense of ownership and place in the classroom culture. The routine also fosters the child’s sense of order and consistency, which contribute to the positive growth of a Montessori classroom.
The child-centered Montessori classroom instills independence of thought, love of learning, and self-confidence in the mind of the child. As a child masters a skill, they move on to the next, and thereby challenges themself instead of relying on a teacher to assign more difficult work. The child’s innate self-motivation, as well as the adaptability encouraged by the freedom of the classroom, prepares the child not only for different learning environments but also for the real world.
Hundreds of thousands of Montessori children have transitioned and succeeded in more-traditional school settings after Montessori, and have found themselves better prepared to enter college and the workforce.
In a Montessori program, children are on their own journey at their own pace toward maturity, acquisition of skills, and incorporation of knowledge. Therefore the emphasis is on assisting and supporting children to develop and learn based on their own interests, desires, and timing. Attention is also paid to promoting collaborative social and educational relationships that enhance learning through shared ideas and insights.
Using systems of rewards in the classroom distracts a child’s personal journey by intentionally directing their attention to the progress of other children. Ultimately, many studies have shown that competition inspired through the environment does little to build confidence or strengthen internal motivation and self-direction over the long-term. There certainly are situations where competitive activities can move children to greater efforts and improved skills, but as Maria Montessori stated, “The prize and the punishment are incentives towards unnatural or forced effort, and therefore we certainly cannot speak of the natural development of the child in connection with them.”
Moving from a Montessori school to another school setting is an issue often raised by parents and family members. Happily, the habits and skills a child develops in a Montessori class last a lifetime and stand a child in good stead no matter where they go. Montessori children tend to be adaptable, working well alone or with a group. They have solid decision-making skills, practical problem solving abilities, and generally manage their time well. Since children in a Montessori classroom are also encouraged to share ideas and discuss their work, fitting into new situations is made easier thanks to good communication skills.
If your child transitions out of a Montessori environment to another type of program, she is likely to thrive socially and academically. Poised, self-reliant, and used to working harmoniously as part of a classroom community, students who move from Montessori typically adjust quickly to the ways of their new school.
An advantage of the Montessori approach—including multi-age classrooms with students of varying abilities and interests—is that it allows each child to work at his or her own pace. Students whose strengths and interests propel them to higher levels of learning can find intellectual challenge without being separated from their peers. The same is true for students who may need extra guidance and support, including students with special needs such as ADHD, learning differences, and autism spectrum disorders: (https://amshq.org/About-Montessori/Montessori-Children-with-Disabilities-and-Neurodivergences)each can progress through the curriculum at her own comfortable pace, without feeling pressure to “catch up.”
From a Montessori perspective, every child is considered gifted, each in his own way. Every child has unique strengths and interests that the Montessori environment nurtures and supports.
Currently, most Montessori programs (https://amshq.org/About-Montessori/Inside-the-Montessori-Classroom)begin at the Early Childhood level (for children ages 2.5 – 6 years). However there are also programs for infants and toddlers (birth – age 3), Elementary-aged children (ages 6 – 12), and Secondary students (ages 12 – 18). Some schools refer to the first part of the Secondary level as Middle School (ages 12 – 15) and the second part as High School (ages 15 – 18).
The benefits of Montessori—the emphasis on independent learning, for example, and the warm, supportive community—continue to be important at each stage of development as children grow into lifelong learners and responsible citizens of the world.
Dr. Maria Montessori observed that children are more motivated to learn when working on something of their own choosing, and at their own unique pace. A Montessori student may choose her focus of learning on any given day, but her decision is limited by the materials and activities—in each area of the curriculum—that her teacher has prepared and presented to her.
Beginning at the Elementary level, students typically set learning goals and create personal work plans under their teacher’s guidance.
Although students are free to work at their own pace, they’re not going it alone. The Montessori teacher closely observes each child and provides materials and activities that advance his learning by building on skills and knowledge already gained. This gentle guidance helps each child master the challenge at hand—and protects him from moving on before he’s ready, which is often what causes children to “fall behind.” Each child is challenged appropriately in each area of the curriculum to ensure that skills and competencies are fully developed and that the child is able to pursue his own unique interests.
This is a common misunderstanding of Montessori education. Dr. Montessori realized that children’s play is their work—their effort to master their own bodies and environment—and out of respect she used the term “work” to describe all their classroom activities. Montessori students work hard, but they don’t experience it as drudgery; rather, it’s an expression of their natural curiosity and desire to learn. They engage in these activities with joy and focus—intent on mastering new skills independently!
It is unusual for the youngest students to receive homework. Generally, parents can expect that as students mature through the grade levels they will be given homework. When this happens, students are expected to spend approximately 20 – 40 minutes completing the task on their own. Young children (ages 6 – 8) may be asked to read to their parents, or complete a project that is started at school. As students move through the Montessori program, more responsibility for completing homework is expected.
There is! More school districts are including Montessori programs as a parent choice. Currently, more than 500 public schools nationwide offer Montessori programs. Public Montessori education (https://amshq.org/Educators/Montessori-Schools/Montessori-Public-Schools)is a popular option for preschool through high school students attending all types of publicly funded schools—neighborhood, magnet, and charter.
Because they are publicly funded, public Montessori schools are open to all children. They do not generally require incoming students to have prior Montessori experience; however, some restrict the admission of children without Montessori experience to lower Elementary levels only.
Students are often admitted to public Montessori programs by lottery because there tend to be more applicants than openings. While public Montessori programs are tuition-free, tuition may be charged for 3- to 4-year-olds in public school pre-kindergarten classes that are not fully covered by state funding. If required, pre-kindergarten tuition is usually paid on a sliding scale, depending upon the family’s eligibility for the National School Lunch Program (free, reduced, or full-pay).
The benefits of Montessori—the emphasis on independent learning, for example, and the warm, supportive community—continue to be important at each stage of development as children grow into lifelong learners and responsible citizens of the world. As your child matures in her school activities (https://amshq.org/Families/Why-Choose-Montessori/Why-Stay-in-Montessori)so will her independence, problem-solving abilities, social maturity, and academic skills.
At the higher levels levels, Montessori programs combine rigorous student-centered academic studies with purposeful work—often including out-of-classroom excursions such as service learning, internships, outdoor education, and entrepreneurship designed to cultivate global citizenship and civic responsibility—preparing students to become contributing adults who are self-confident and possess the skills needed to thrive as active citizens in society.
To assess what is best for your child’s next stage of development, speak with his teacher to discuss your child’s learning strengths, interests, and areas for development, and your –and the school’s—learning goals for him. Observe the higher-level classroom environments to see, firsthand, what your child will experience as she grows and ask to speak with parents of children in the next level to learn about their experiences.
A growing body of research comparing Montessori students to those in traditional schools suggests that in academic subjects, Montessori students perform as well as or better—academically and socially—than their non-Montessori peers. These benefits grow as children have more experience in a Montessori environment.
Most Montessori schools report that their students are typically accepted into the high schools and colleges of their choice. And many successful graduates (https://amshq.org/About-Montessori/Montessori-Alumni)cite their years at Montessori when reflecting on the important influences in their life.
FAQ's
School Calendar
See What's Happening
bottom of page