OUTDOOR CLASSROOM
Students can choose to work with Montessori materials in the classroom courtyards or practice natural gross motor movements, such as balancing on a beam or walking a labyrinth.
Wildscape
Students have many opportunities to explore our 5-acre wildscape, learning about plants, insects, and other wildlife who visit this wondrous space.
GARDENING AND ANIMAL CARE
Our students fully engage in caring for our pig, Rufus, and our chickens on a daily basis. Students are also active participants in planting, maintaining, and growing fruits and vegetables in our gardens.
Nontraditional Learning
Children thrive in both our indoor and outdoor classrooms where curiosity about the world drives them to learn. We provide professional guidance, the prepared environment, and scientifically developed materials for children to live
up to their full potential.
Learning Happens through purposeful activity
Children work with specially designed learning materials, manipulating and investigating them to master the lessons they embody.
abstract ideas in concrete form
Children use real objects to translate abstract ideas into concrete form. The example above, the binomial cube, physically represents a mathematical equation, which is (a + b)³ = (a + b) (a + b) (a + b) = a³ + 3a²b + 3ab² + b³.
Outdoor learning prioritized
Safety is our highest priority and we are lucky to have a 13-acre campus which provides students with many opportunities to work outside. Each classroom also has an exterior door, so when it’s too hot or cold outside, students can move into a well-ventilated indoor space.
Committed professionals
Our committed and credentialed professionals foster a child’s cognitive, physical, and social/emotional well-being, leading children to become enthusiastic, intrinsically motivated learners.
TMA at a Glance
Our Global Community
With students and staff members representing more than 20 countries, we consider TMA to be a small-scale global community.
Highly Committed Teachers
29% of our teachers are in their second decade of service at TMA, while the average tenure of lead classroom teachers at TMA is 9 years. The average tenure of all teaching staff at TMA is 7.5 years.
Accreditation
TMA is fully accredited by the American Montessori Society. We are 1 of only 3 fully accredited schools in the DFW area. There are only 6 schools in Texas that hold this level of accreditation.
“The child who has never learned to work by himself, to set goals for his own acts, or to be the master of his own force of will is recognizable in the adult who lets others guide his will and feels a constant need for approval of others.”
– Maria Montessori, Education and Peace
A Walk through Early Childhood
What does a typical day look like?
Indoor Classroom
Students engage in academic and other purposeful work using hands-on, scientifically developed materials.
Outdoor Classroom
Students engage in academic work, gardening, animal care, gross motor development, and imaginative play.
How is Montessori Different?
HOLISTIC DEVELOPMENT VS. CORE COMPETENCE
Holistic Development vs Core Competence
Montessori education values the emotional, social, physical, and cognitive needs which are essential for the development of the whole child.
Traditional systems of education value teaching children mastery of skills and test performance.
Self-Discipline vs TEACHER DIRECTED DISCIPLINE
In Montessori, the learning structure and prepared environment of the classroom promote motivation and self-discipline through freedom coupled with responsibility.
In traditional education, the teacher disciplines and encourages motivation using a system of external rewards and punishments.
Cooperation vs COMPETITION
Mixed-age classrooms and self-directed learning encourage cooperation and the development of social skills in a Montessori classroom.
Individual learning graded by the teacher; collaboration and cooperation are secondary in a traditional classroom.
Concentration vs COMPLETION
Long work periods in a Montessori classroom allow children to focus on deep learning.
Tightly scheduled days in a traditional classroom value completion of teacher-directed work.
Active vs PASSIVE LEARNING
The child moves freely around the Montessori classroom, choosing her own work — and the pace at which she does it — while being guided by the teacher.
The child listens to and follows directions from the teacher who sets the pace of instruction in a traditional classroom.
Self Motivation vs EXTERNAL MOTIVATION
Montessori education emphasizes internal (self) motivation. The classroom is a precisely prepared environment for individual instruction and self-paced learning. Well-tested teaching techniques and materials are designed to maximize children’s time in the classroom. Teachers show students how to create order and discover principles by means of carefully demonstrated lessons that can then be practiced at will.
Traditional education relies heavily upon external motivation. Students are expected to learn specific subjects according to fixed, uniform schedules. Whole class instruction often requires that childhood enthusiasm be suppressed to preserve teaching plans and to maintain classroom order.
Can’t Visit in person?
If you can’t visit in person, check out our photo and video highlights to acquaint yourself with what happens on campus.
Lower School PHOTO & VIDEO HIGHLIGHTS
See what happens in our Infant, Toddler, and Early Childhood classrooms.
Upper School PHOTO & VIDEO HIGHLIGHTS
See what happens in our Lower and Upper Elementary classrooms.
A Peek Inside
Early Childhood Multiplication Board
Elem & Early Childhood Reading Buddies
Lower Elementary Botany
Infant Peer Interactions
Early Childhood Sandpaper Letters
Upper Elementary Decimal Multiplication
Early Childhood Preparing Snack
Toddler Transferring
Early Childhood Wet Pouring
Infant Imbucare
Early Childhood Easel Painting
FAQs
We have gathered some of the most frequently asked questions in one place to make finding information easier for prospective parents. This information is covered in greater detail in our Family Guide or other locations of our website. We encourage prospective families to read through these questions and sign up for a visit to find out even more details about our programs.
We are open between 7:00 am and 6:00 pm, Monday through Friday. The school day is from 8:30 am to 3:30 pm, with Before Care from 7:00-8:30 am and Extended Day from 3:30-4:30 pm or Extended Day Plus from 3:30-6:00 pm.
Our Tuition and Fee Schedule is available online. Please note that the $300 application fee is fully refundable until an enrollment contract is signed.
Yes. Tuition can be paid in-full or on a monthly basis. If you choose to pay on a monthly basis, we require you to purchase tuition insurance, which is 3% of the annual tuition and is paid with your first tuition payment.
Yes. Our enrollment contracts cover an entire year, offering options for a traditional school year of 10 months or a year-round, 12-month option. If you are admitted after the beginning of a school year, your tuition is pro-rated based on when you enroll. There is a 3-week trial for students enrolled in our Lower School.
Each new school year begins in August and closely follows the Arlington ISD school calendar. We offer enrollment throughout the school year on a space-available basis, with tuition being pro-rated for those who start later in the year.
Our ratios vary by program:
— Infant – 1:4 (2 teachers for 8 students)
— Toddler – 1:8 (2 teachers for 16 students)
— Early Childhood – 1:12 (2 teachers to 24 students)
— Elementary – 1:18 (1 teacher for up to 18 students)
While these are the minimum ratios, we have an additional teacher available for each of the Infant, Toddler, and Early Childhood classrooms throughout the day. Elementary students also participate in Enrichment classes with Enrichment Specialist teachers.
All families provide their own healthy lunch options for their children.
Parents provide snacks and lunch for children enrolled in the Infant program.
A few times each year, families with students enrolled in the Toddler and Early Childhood programs will receive a list of groceries to purchase to bring for the classroom snack. As part of the Practical Life work in class, students will prepare snack each day.
Elementary students will bring snacks for themselves each day.
The nap schedule for infants is individualized and based on an infant’s age and need.
Toddlers and 2.5 to 3-year old Early Childhood students take a nap in the afternoon, after lunch.
Early Childhood students who are 4-years old are asked to rest for at least 30 minutes each day, with some still needing a full nap and others only resting their bodies for a short time.
Early Childhood students who are 5-years old are asked to rest for at least 30 minutes a day and take part in special enrichment classes or work in the afternoon.
Parents of children with diagnosed allergies or asthma are required to provide the school with an individualized health care plan, signed by the child’s medical provider. A list of children with medically documented food allergies is posted in every classroom throughout the school, and a list of the classroom allergens is posted outside of each room.
TMA was established as a parent cooperative and, as such, requires parental involvement. Not only does community service help to build stronger bonds between community members, but it also provides excellent modeling for the volunteerism that we wish to instill in our students.
Parents pay a Community Service Fee of $300 each year, $150 for the fall term and $150 for the spring term. If one or more members of your family volunteer at TMA for 5 hours each semester or 10 hours for the year, you will be refunded the entirety of the Community Service Fee, or you may contribute it to the Scholarship Fund.
To protect the health of all children and to satisfy state regulations, current medical information for each child is required prior to enrollment. These records, which must meet state immunization and hearing and vision screening requirements, need to be updated when new screenings or immunizations are given. An annual physical is required for children in the Infant, Toddler and Early Childhood programs.
The state of Texas allows certain immunization exemptions and we follow all state guidelines.
Several forms of communication are used to meet the needs of our community. These include email, texting, phone calls, written documentation, parent/teacher conferences, a parent portal on our website, a closed Facebook group, and Bloomz, a photo/video sharing app so parents can catch glimpses of the work their children are completing.
We produce a weekly e-newsletter to keep parents informed about school-wide activities and events which is available via email, text, our closed Facebook group, the parent portal, and through Bloomz.
For infants, in additional to daily, in-person communication, teachers and parents complete a daily form so both parties know when diapers were changed, meals/snacks were eaten, and naps were taken.
Injuries will be promptly treated by a staff member and parents will be notified either by telephone or through a copy of a completed Accident/Incident Report form. Parents will receive a short report which documents how, when, and where and accident or incident occurred.
Students are prepared to succeed wherever they go for middle school. The elementary program provides opportunities for students to practice time management, collaboration, and problem-solving skills on a daily basis, enabling them to adapt to their new schools, whether private, public, or parochial. Want to hear directly from alumni how their transitions were? Check out our Alumni Thoughts page!
What do parents say about TMA?
We are happy with TMA, my child has been attending the school and he has learned so much. The school environment is clean and has so much for my son who loves to be in outdoors. Teachers and the administrators are helpful.
Great Schools
After touring over a dozen preschools, TMA came out on top for us. We love the focus on teaching important life skills and building character, not just behavior. The teachers interact with the students in a way that helps them to become independent and thoughtful little people.
Google Reviews
This is a GEM in the middle of the metroplex, with acres of nature surrounding the school. Kids are given a unique opportunity to experience and enjoy nature in a caring environment, while learning so much, both in and out of the classroom. Our child really likes it here.
Niche Reviews
TMA is a great school that helps students gain independence, learn concepts deeply, and become well-rounded citizens of the world. The teachers are dedicated, and the campus is beautiful and inviting. TMA is a great place to be!
Private School Review
4 Easy Steps to Admission
Our admissions team will lead you through the entire process to answer your questions and provide all the information you need so your family can make an informed decision about whether TMA is the right choice for your child and your family. We understand that choosing the right school is an extremely important decision and we will be here to guide you through the decision-making process.
Schedule a Visit
All of our visits are scheduled online and held during the morning hours so visitors can observe students during their morning work cycle.
Apply Online
To begin the admissions process, complete an online application and submit $300 application fee. The application fee is fully refundable until an enrollment contract is signed.
A 3-day classroom evaluation will be scheduled for students applying for a space in the Elementary program; a 3-week trial may instead be offered during the summer months when an evaluation is not possible.
Meet with the Head of School
During the 1½ hour meeting, “fit and match” between the family’s expectations for their child and TMA’s vision is explored and information about the classroom evaluation (if applicable) and a detailed tuition payment schedule will be discussed.
Complete Online Enrollment
Upon acceptance to TMA, the enrollment process begins with a contract being offered. The Application Fee becomes non-refundable after we receive your contract. Once we have received your online enrollment and first tuition payment, your enrollment is complete.
Important Dates
Gallery of Student Work
Upper Elementary - Word Study: Synonyms
Look at that focus! Learning synonyms for words enhances a student's oral and written vocabulary. When learning new words through reading or listening, students use context clues to gather a general definition of the word. When working to match the synonyms cards, students use a dictionary to find the definitions of the words to gain a more thorough understanding, which creates a more active learning process. Students line up the cards, look up words in the dictionary, write the synonyms after matching them, then read them out loud to a peer or teacher once finished. This addition of kinesthetic and oral learning, along with sight reading, reinforces the knowledge further and fosters a sense of accomplishment.
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Early Childhood - Brown Stair
This student used the Brown Stair materials to build a tower that is taller than he is. With this seemingly simple activity, he used not only his motor skills and strength, but also his perception of height and dimensions. It takes a steady hand to complete this work as the pieces get smaller at the top. The pride he feels from this accomplishment is evident from his expression!
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Early Childhood - 45 Layout
After some hard work, you can see the pride on one student's face, while the other student is very focused, working diligently to finalize the project! This material is one of the foundations of the decimal system. It’s a “big work,” both literally and figuratively. It takes time to build this work, as well as space and focus, and it is done on the floor, where children have room to spread out and walk around the work.
In doing this work, the children are developing concentration, coordination, independence, and a true sense of mathematical order. The materials are proportionally designed for the children to see, as well as to feel, the numerals’ mathematical value. They can concretely see the growth of numbers and the progression through the hierarchy from one level to the next, as well as to visualize and develop an understanding of place value, order of numbers, and concentration. It gives the children a solid foundation for more advanced and abstract mathematical thinking.
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Toddler - Setting the Table
One important aspect of the Practical Life curriculum in the Montessori classroom is Care of the Environment. This purposeful work gives children a sense of responsibility to not only themselves, but to their classroom community. While snacks are self-serve either individually or in small groups, lunch is a chance for the whole classroom to sit and eat as a community. Several children are invited to set the table, providing an opportunity for them to gain the practical skill of setting a table and following a multi-step process as they place a placemat, plate, silverware, and cup for each student. They feel a sense of service and accomplishment as they contribute to their community in a tangible way.
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Early Childhood - Cards and Counters
Cards and Counters is a material that consists of 9 number cards, 1-9, and 55 round, red counters. First, the student places the cards in numerical order, starting with 1 on the far-left upper corner. As with most things in the Montessori classroom, an important part of this work is keeping it organized and neat. After the cards are in order, it’s time to start counting. The red counters each represent one unit, and this emphasizes for the child the fact that each number is made up of different quantities. So, naturally, the child begins with 1. The guide might ask, “How many counters do we place under 1?” As you continue to 2 and 3, it’s important to note that there are specific places for each counter. For example, the even numbers are placed in rows of two, stacked upon one another. But for odd numbers, like 5, the odd counter sits centered below the last even row of two. Indicating the difference between odd and even numbers is one of the direct purposes of the Cards and Counters, as they notice if they have a "buddy" in their row or not. A natural control of error occurs at the end of the activity. If there are too few or too many counters, the child knows they have to take a second look over the material to make sure they’ve counted correctly. In this way, the child isn’t dependent on the guide in the classroom, but rather has the satisfaction of learning independently.
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Infant - Stacking Blocks
Stacking blocks refines a child's fine motor control, hand-eye coordination, and concentration. This student enjoys stacking them and knocking them down, mastering the action with repetition. He is also able to maintain focus, even when the block falls behind the basket, showing his understanding the concept of object permanence. As adults, we may wonder why he would do this activity on a shelf when his movements are inhibited, but emerging toddlers enjoy challenging themselves in new ways as they move their body purposefully.
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Early Childhood - Pink Tower
She is so proud of her work! The Pink Tower, iconic to the Montessori classroom, is a scientifically designed material in the Sensorial Area of the classroom. Dr. Montessori believed that working with the Sensorial materials enables children to refine their senses, so they have a clearer understanding of what they see, feel, touch, or smell. The cubes are all the same color, shape, and texture so the student focuses on only one differentiation of the material, its size. It consists of 10 wooden cubes, ranging in size from 1 cubic cm to 10 cubic cm, differing in the three dimensions of height, width, and depth. The Pink Tower aims to refine a child's visual and tactile discrimination. As a child transfers each cube, one at a time starting with the smallest to a work rug, they can feel the weight and progression of its size. As they build the tower, they gain control of their body through purposeful movement.
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Multi-age Classrooms and Collaboration
According to Dr. Maria Montessori, as children pass through the planes of development, they begin to develop certain attributes and needs. Each period of transformation is taken into consideration in the Montessori classroom, where children are grouped according to their plane of development to maximize the child’s learning.
In each mixed age classroom, the older students have the opportunity to become mentors to the younger students. These mentors help to teach their mentees concepts and ideas that are more advanced. This form of peer-to-peer learning is beneficial to the mentor and the mentee, as both of them gain skills by collaborating with one another. Teaching the younger students helps the older students reinforce their own knowledge base and gain leadership skills, while the younger students have even more opportunities for mentorship from their peers as well as the adult guides.
Having the opportunity to interact with other children, who are either younger or older, can help a child develop important social skills. Furthermore, by being around children of different ages, they are exposed to three or more levels of all subject areas. This constant cognitive stimulation sparks a greater and more organic interest in learning.
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Early Childhood - Multiplication Bead Board
Look at that focus and concentration! This student is using the Multiplication Bead Board to begin to visualize and internalize essential multiplication math facts. This material concretely represents single digit multiplication equations so it is easy for a child to understand the underlying concept. This student is practicing the multiplicand of 4, working independently with autonomy and self-confidence.
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Lower Elementary - Stamp Game: Dynamic Multiplication
This student is very focused, using the Stamp Game material to solve dynamic multiplication problems. The Stamp Game is a material that children begin to use in the Early Childhood program and continue to use through the Lower Elementary years for addition, subtraction, multiplication, and division. It is more abstract than the Golden Bead materials, while still providing a concrete representation of the decimal system. Here, a student uses the Stamp Game to multiply 1,328 by 3.
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It is the policy of The Montessori Academy to maintain a school environment that is free from discrimination and to conduct its educational practices, admissions program, financial aid policies, hiring, and other school-administrative programs on the basis of an individual’s qualifications and abilities. The Montessori Academy does not discriminate on the basis of race, color, religion (unless it is required as a bona fide occupational qualification), sex, national origin, age, gender, sexual orientation, marital status, disability, genetic information, or any other characteristic protected by law.
