About Us
Our Mission
The mission of Hopkins Montessori school is to assist in the development of the individual child and adolescent by providing a quality education based on Montessori principles and philosophy.
In our vision, our school develops confident, self-motivated learners who creatively meet the challenges of life.
Our Staff
Terry Ladin – Director and Montessori Teacher
Terry received her undergraduate degree in Psychology from the University of Minnesota and her AMS Primary Diploma from Midwest Montessori Teacher Training Center in Chicago. She has been with Hopkins Montessori School since 1979. Terry loves gardening, reading and walking.
Sarah Melbostad – Montessori Teacher
Sarah has been with Hopkins Montessori School since 2005. She received her undergraduate from the University of Minnesota in Family Social Science. She is currently in the process of receiving her certification in Montessori from Seton Institute in Chicago, Illinois. Sarah strives to provide a nurturing Montessori environment which is stimulating to the children and where the children can have a joy of learning.
Chris Harris – Spanish Teacher
Chris is our Spanish teacher. She is better known as Senora Chris around here. She has been teaching Spanish at Hopkins Montessori since 2005. She began studying the Spanish language in high school. After college she worked in Spain teaching English as a second language, practicing the spoken language and working on her accent.
Chris likes sharing the Spanish language with children and work with them individually as they experience the wonder of preschool and the amazing benefits of Montessori education.
Compare Montessori to Traditional education
| Montessori Education | “Traditional” education |
| Prepared kinesthetic materials with incorporated control of error, specially developed reference materials | Textbooks, pencil and paper, worksheets and dittos |
| Working and learning matched to the social development of the child | Working and learning without emphasis on social development |
| Unified, intentionally developed curriculum | Narrow unit-driven curriculum |
| Integrated subjects and learning based on developmental psychology | Individual subjects |
| Un-interrupted work cycles | Block time, period lessons |
| Multi-age classrooms | Single-graded classrooms |
| Students active, talking, with periods of spontaneous quiet, freedom to move | Students passive, quiet, in desks |
| School meets needs of children | Student fit mold of school |
| Special help comes to students | Students leave for special help |
| Process-focused assessment, skills, checklists, mastery benchmarks | Product-focused report cards |