Activités extrascolaires
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Middle School
WELCOME !
" L'éducation des adolescents prend une importance capitale, parce que l'adolescence est l'époque à laquelle l'enfant devient un homme, c'est à dire un membre de la société. "
Maria Montessori
Our objective ?
At TALENTREE we pride ourselves in providing an active learning experience designed to encourage intellectual development and participatory engagement. Our goal is to help teenagers develop their potential to become autonomous and creative adults of tomorrow.
Young adolescents aged 12 to 15 “the social embryo”.
The adolescent prepares themself to enter into society as an adult. This is his main objective, but they have not yet acquired the required level of maturity necessary to be responsible.
This period comes ponds well to the phrase "Help me to live with others" but it is also an important transition period that the adolescent will need to experience "Help me to do it by myself".
“Childhood has ended. The child become an individual man. He will now involve into a social man. »
The maturation is long and will continue into the fourth stage of development (from 18 to 24 years).
Personalized
learning
An alternative pedagogy :
Montessori pedagogie
Caring
supports
Preparing the children for the future
Matières Intellectuelles
Matières Artistiques
Visual Art
Cinematography
Music
French
Mathematics
English and Spanish
History
Geography
Physical sciences
Biology
Introduction to Latin
Matières Pratiques
Technology
Gardening and recycling
Sports
Living in a society
Maria Montessori a divisé le développement humain en 4 périodes :
0 to 6 years old : The construction of personality and individuality. “Help me to do it by myself.”
6 to 12 years old: The development of moral and intellectual independence. “I need to understand it for myself.”
12 to 18 years old : The formation of social identity. “Help us to do it by ourselves.” (as a community)
18 to 24 years old : The path towards spiritual independence. “I know who I am, and I know that my beliefs are grounded.”
In line with Maria Montessori’s educational approach, adolescents are encouraged to design and manage small-scale economic activities. This provides them with a first experience of collective responsibility and entrepreneurship in a safe environment where mistakes are part of the learning process.
In an urban Montessori middle school, students must find activities that are compatible with their surroundings in order to sell what they produce. They may run a small shop or sell their goods at a local market.
Whatever activities they choose, the work must be meaningful to them, offer both intellectual and physical challenges, benefit the group as a whole, and be economically viable.
These projects inspire adolescents to engage in work with integrity and enthusiasm, develop their own interests and skills, and cultivate a sense of purpose, achievement, belonging, and a genuine desire to learn.
The Pillars of Montessori Pedagogy
Work and Exchange
Responsibility / Freedom
Building a Social Organisation
