Enhancing your Child's Creativity

Learning with Traditional values

Toddler & Primary Community

Toddler Community

In Toddler Community, We offer a small group experience for children 18 months to 2 ½ years, who are encouraged to explore their interests in a peaceful home environment, prepared with inviting and challenging materials.

Bodhana Montessori House of Children, is a Montessori school in Velachery, Chennai, started for toddler and primary community. At Bodhana, we offer an authentic Montessori program. Montessori is the best method of teaching that gives children the independence, responsibility, self discipline, initiative, leadership, strong academics and Lifetime Love of Learning.

Primary Community

Primary class is a mixed age grouping of 2 ½ to 6 ½ year-old children based on Maria Montessori’s philosophy of a multi-age educational society. The child’s social, emotional, physical and intellectual growth is fostered and supported.

In a true Montessori way, Bodhana Montessori School provide the children a carefully prepared environment where they can work for their own development listening to their inner needs, fostering their natural learning desire and developing a flair & expertise in every area he ventures. This has been a proven method around the world.

About

“The child is both a hope and a promise for mankind.” – Dr. Maria Montessori

At Bodhana, we offer an authentic Montessori program. Here are some tenets which we follow.

We offer the child a place of inspiration and distinguished education in a safe environment. We understand the needs of unique child and provide them with specialised learning materials and exploratory activities. Every child will be guided through a series of exercises and encouraged to work independently following his/her own unique developmental path.

At Bodhana, we believe this approach to academics will promote self confidence, self esteem and self motivation. Research has shown that child’s learning abilities and retention power develops well enough even at the age of 1 ½ to start his/her education with Montessori material. “Help me do it myself” is the inner voice of every child in the House of Children.

Taking this into consideration, we have two communities at Bodhana.

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Communities

Toddler & Primary

play1In Toddler Community, We offer a small group experience for children 18 months to 2 ½ years, who are encouraged to explore their interests in a peaceful home environment, prepared with inviting and challenging materials.

The toddler community is a very important class, especially as this may be the first school experience. This is a delicate class as much personal and developmental growth is happening to these young children.

The classroom is a rich educational setting, filled with hands-on activities for this critical age of development.

We emphasize art, music, practical life, language, gardening and creative free play. Our beautiful outdoor area offers opportunities for gross motor development.

play2Primary class is a mixed age grouping of 2 ½ to 6 ½ year-old children based on Maria Montessori’s philosophy of a multi-age educational society.

There is a “gallant dignity” within children of this age. When they are nurtured, treated gently, and consistently challenged they retain this dignity into adulthood.

The child’s social, emotional, physical and intellectual growth is fostered and supported.

The Whole Child is Served.

Social: Grace and Courtesy lessons help with the development of compassion, respect and helpfulness. Children become cooperative members of the classroom community.

Emotional: Children gain a sense of competence and experience self-respect as they master new skills. They make choices and practice appropriate and effective communication.

Physical: Specially designed materials and lessons help children develop fine and large motor control, and coordination.

Intellectual: Lessons and materials promote independence, concentration, and academic development. Children work with lessons that include Language, Mathematics, Geography, Science and Art.

F.A.Q

All the answers you want

Q1. What is the Montessori Method of education?

Ans.: This system of education is both a philosophy of child development and a rationale for guiding such growth. It is based on two important developmental needs of children:

  1. The need for freedom within limits
  2. A carefully prepared environment which guarantees exposure to materials and experiences.
    Through these developmental needs, the child develops intelligence as well as physical and psychological abilities. The Montessori method of education is designed to take full advantage of the children’s desire to learn and their unique ability to develop their own capabilities. Children need adults to expose them to the possibilities of their lives, but the children must determine their response to all the possibilities.
Q2. What is the purpose of the Montessori Method?

Ans.: Primarily, the purpose of the Montessori method is to provide an environment where the innate abilities of the child can unfold spontaneously, encouraging the development of the person within, allowing the child to achieve his greatest potential. Maria Montessori stated, “the child is the father of the man.” As the child develops his inner self, a love of life and learning follows naturally.

Q3. When should I start my child in Montessori?

Ans.: The abilities of young children at two and three years old are really amazing. In Montessori environments, Children are able to absorb concrete materials using all their senses simultaneously, a unique ability soon lost. This period of special absorption is called “Sensitive Periods”. As the child grows, these periods change, yet the continuum is set in motion for the rest of the child’s life. Therefore, the early years are the most important, yet most neglected in many societies. Starting a child at 2 1/2 in a good Montessori environment with well-trained directresses can have results that will remain with the child all her life. Still, Montessori for toddlers(1 ½ to 2 ½ years) will help the child gain more fine and gross motor skills and prepare them for the sensitive period effectively.

Q4. What is the difference between Montessori and traditional education?

Ans.: Montessori emphasizes learning through all five senses, not just through listening, watching, or reading. Children in Montessori classes learn at their own, individual pace and according to their own choice of activities from hundreds of possibilities with materials that have been introduced to them 1:1 by the teacher who knows what each child is ready to do. Learning is an exciting process of discovery, leading to concentration, motivation, self-discipline, and a love of learning. Montessori classes place children in three-year age groups (3-6, 6-9, 9-12, and so on), forming communities in which the older children spontaneously share their knowledge with the younger ones. Montessori represents an entirely different approach to education.

Q5. Where are the rows of desks? Where does the teacher stand?

Ans.: The different arrangement of a Montessori classroom mirrors the Montessori methods differences from traditional education. Rather than putting the teacher at the focal point of the class, with children dependent on her for information and activity, the classroom shows a literally child-centered approach. Children work at tables or on floor mats where they can spread out their materials, and the teacher circulates about the room, giving lessons or resolving issues as they arise

Q6. Why does Montessori have multi-age classrooms?

Ans.: Mixed age group is a striking difference between Montessori and traditional educational programs.

Q7. What Do Mixed Age Groups Bring to Montessori?

Ans.: Interaction: The mixed age group environment creates an atmosphere where children learn to help and be helped by other children, because they interact consistently with children whose age and abilities are varied. Children gain an appreciation for their achievement and the accomplishments of others, and are naturally challenged by the achievements of others.

Learning from Each Other: Older children learn to be patient and tolerant, and serve as role models and teachers for the younger children. When an older child teaches a younger one, it reinforces previously learned concepts and is actually an aid in complete mastery of concepts. Younger children learn about courtesy, manners, and conflict resolution by watching the older children in the class.
Work at Child’s Own Pace: Because teachers do not have to set the instruction pace by a whole group, each child is given the ability to learn at his or her own pace. This is a striking difference from traditional education, where everyone turns to page 33 of the book and stays there until every child understands the concept.
Community: By staying in a classroom for a three year period, children develop a strong sense of community and stability, with 2/3 of a class returning every year. This community aids the development of students as role models for one another.
Familiarity: Being in the same classroom year after year allows a teacher to truly learn each individual child’s learning abilities, style, and developmental level to better be able to set the learning agenda as well as build on strengths and work on weaknesses.

Q8. If children are free to choose their own work, how do you ensure that they receive a well rounded education?

Ans.: Montessori children are free to choose within limits, and have only as much freedom as they can handle with appropriate responsibility. The directress ensure that children do not interfere with each other, and that each child is progressing at her appropriate ace in all subject. For every child there will be a weekly and term plan set out by the directress and will be closely followed for the complete development of the child in every aspect.

Q9. Is Montessori only for certain types of children?

Ans.: The Montessori Method of education is not directed at any particular type of child. In fact, Montessori is advantageous for many different styles of learning. Some children learn better by touching, some by listening, and some by doing: there are many ways children become successful in a Montessori classroom. It is been applied and proven successful in wide range of cultures.

Q10. How do older students who transfer into Montessori classes adjust?

Ans.: Some Montessori schools do not allow older students to enter their classes. Most give priority to transferring students from their own or other Montessori schools. Adjustment into Montessori classes depends upon the child, his prior educational experience, innate flexibility, and attitudes toward learning and school. They frequently enter with heightened enthusiasm for the “games” encountered. As they adjust to the more subtle structure of the classroom and their own responsibility for their learning, they usually go through a period of trying the limits. It is not unusual for students entering from more traditional education to want to do everything in the room the first week. The idea of touching, handling, and talking as they work tends to, at first, be over stimulating for some, while intimidating for others. It usually takes 6 weeks to 6 months for students to integrate into the classroom. Once adjusted, however, students who have experienced another form of education can positively engage their peers in introspective observations.

Q11. What happens when my child leaves Montessori?

Ans.: This is the most frequently asked question of most people seeking information regarding Montessori learning. Changing from one environment to another takes self-confidence and patience. Different children respond differently to change. Most children adjust well to the transfer from Montessori to other private or public schools when their self esteems are high. Statistically, those who are in Montessori classrooms longest tend to make the adjustment more smoothly. They usually enter their new environments with a positive, flexible confidence following their experience with, and nurturing of, a real love of learning. The skills that they have learned from being in Montessori classroom completely outweigh the problems that they encounter when they first make the transition to a traditional school.

Q12. No textbooks, no grades! Explain this to me because it does not make any sense!

Ans.: Montessorians see text books as limiting. We teach them the concepts through manipulating objects, colour, movement, matching, comparing, researching and so on. We feel that simply going to a text book for information doesn’t teach a child how to learn. But a child who is taught to use the library, the internet, newspapers, as well as to gather information from their surroundings, use prior knowledge, analyze and extrapolate will.

As far as grades go, in Montessori we work towards mastery- the complete understanding of a concept. In a grade focused classroom people often work on learning tricks to pass the test. A Child’s progress is not dictated by a textbook or a grade level, but by their own innate ability.

Montessori

“Free the child’s potential and you will transform him into the world” – Dr. Maria Montessori

About Montessori

Born in Italy in 1870, Dr. Maria Montessori was a remarkable educator whose insights remain profound. She believed each child is a secret which is gradually revealed as he/she develops. Maria Montessori was adamant that intelligence blossoms when imagination is sparkled.

Maria and Montessori believed that “no human being is educated by another person. He must do it himself or it will never be done. A truly educated individual continues to learn long after he leaves the classroom because he is motivated from within by natural curiosity and love for knowledge”

Montessori began to develop her philosophy and methods in 1897, attending courses in pedagogy at the University of Rome and reading the educational theory of the previous two hundred years. In 1907, she opened her first classroom, the Casa dei Bambini, or Children’s House, in a tenement building in Rome. From the beginning, Montessori based her work on her observations of children and experimentation with the environment, materials, and lessons available to them. She frequently referred to her work as “scientific pedagogy”.

Through her initial work with handicapped and socially deprived children, she began to develop her unique educational philosophy. As a result of her further study, observation, and experimentation, she found the principles of her method to be applicable to all children.

bodhana-11At Bodhana we give children an opportunity and tools to explore by doing it themselves. They will discover the power of word, find the magic of numbers and see the significance of relationships and also the subject’s science, art and world culture.

Our children will learn to think and reason, learn to respect and love to learn not as a task but as a journey.

Our goal is not to fill the child with facts from a preselected course of studies but rather to cultivate his/her own desire to learn.

At Bodhana, we follow authentic Montessori Program with all the tenets respected and holistically applied.

m-2The Montessori Method of education, developed by Dr. Maria Montessori, is a child-centered educational approach based on the scientific observations of children from birth to adulthood. Dr. Montessori’s Method has been time tested, with over 100 years of success in diverse cultures throughout the world.

It is a view of the child as one who is naturally eager for knowledge and capable of initiating learning in a supportive, thoughtfully prepared learning environment. It is an approach that values the human spirit and children’s physical, social, emotional, cognitive development.

Montessori education is not a system of teaching but a method of guiding children in the total development of their personalities and enhancing key periods of their growth and learning.

“Enjoyment”, “Happiness”, “Empowerment” are the words we hear only in Montessori House of Children. It is not what the teacher does or what the school provides….it is what the child experiences at the end.

“Montessori education is a brain based, developmental method that allows children to make creative choices in discovering people, places and knowledge of the world.”

-Dr. Steven Hughes, Ph.D, President, American Academy of Pediatric Neuropsychology

m-3

    • Montessori schools begin with a deep respect for children as individuals. They work with a deep concern for their social and emotional development.
    • Montessori classes brings together children of multi-age levels. This allows teachers to have close and long term relationship with the child while also understanding his learning style. This encourages learning from each other. Older children learn to be patient and tolerant and serve as a role model for the younger ones. Also when they help the younger ones, it reinforces his previously learned concepts and will aid them to gain mastery over the concepts.
    • The environment is arranged according to subject area, and children are always free to move around the room instead of staying at desks. There is no time limit as to how long a child can work with a piece of material. The subject area includes Practical Life Exercises, Sensorial, Arithmetic, Language, Science, Geography, Art, Music, etc.
    • There are self-correcting materials within the environment. The materials are designed so that the children learn through their own errors to make the correct decision as well as a guide point it out to them.
    • There is an emphasis on concrete learning and progressive abstract thinking. Children need to experience concepts in concrete “hands on” ways so that they make their own leaps to abstraction.
    • The environment is “prepared” for the children. Everything in the room has a specific place on the shelf. Children are orderly by nature and having the room set this way allows them to grow in a very positive way.
    • There are no papers turned back with red marks and corrections. Instead the child’s effort and work is respected as it is. The teacher, through extensive observation and record-keeping, plans individual projects to enable each child to learn what he needs in order to improve.
    • There are no grades, or other forms of reward or punishment, subtle or overt. Assessment is by portfolio, teacher’s observation and record keeping. The test of whether or not the system is working lies in the accomplishment and behaviour of the children, their happiness, maturity, kindness, love of learning and level of work.
    • Education of character is considered equally with academic education, children learning to take care of themselves, their environment, each other – cooking, cleaning, building, gardening, moving gracefully, speaking politely, being considerate and helpful, doing social work in the community, etc.
    • Montessori Method emphasizes learning through all five senses, not just through listening, watching, or reading for 0 – 6 year children.

For e.g., Alphabets are introduced through Sand Paper letter – to feel and remember the shape and phonetics of different letters.

Numbers are introduced through Number rods to understand them through their quantity.

Number system is introduced through beads – they feel the shape and size of the material to understand the number.

m-4Google Founder Larry Page:

“When Barbara Walters, who interviewed Google founders Messrs. Page and Brin in 2004, asked if having parents who were college professors was a major factor behind their success, they instead credited their early Montessori education. “We both went to Montessori school,” Mr. Page said, “and I think it was part of that training of not following rules and orders, and being self-motivated, questioning what’s going on in the world, doing things a little bit differently.”

Jeff Bezos, CEO and Founder of Amazon

According to Jeff Bezos’s mother, young Jeff would get so engrossed in his activities as a Montessori preschooler that his teachers would literally have to pick him up out of his chair to go to the next task. “I’ve always felt that there’s a certain kind of important pioneering that goes on from an inventor like Thomas Edison,” Mr. Bezos has said.

Wikipedia founder Jimmy Wales;
Mark Zuckerberg – the co-founder of Facebook
Gabriel Garcia Marquez – Nobel Prize winner for Literature
Prince William and Prince Harry

acknowledges their credits for their Montessori education.This List will definitely include more Indians in coming years as Montessori schools have recently started deeprooting In India.

Will Wright, inventor of bestselling “The Sims” videogame series:

“Montessori taught me the joy of discovery,” Mr. Wright said, “It’s all about learning on your terms, rather than a teacher explaining stuff to you. SimCity comes right out of Montessori…”

Testimonials

WHAT PARENTS SAY ABOUT US

Bodhana is my son’s first school and as parents we are very happy with the choice. From being a shy child who cried everytime when he has to go to school, my son transformed into an outgoing kid who started to look forward to go to school… he even wanted to go to school on holidays! All thanks to Team Bodhana! The teachers at Bodhana really understand the psyche of each child and cater to their needs accordingly.

There is no undue pressure and the child is given his/her own time to develop. Under their patient and intelligent guidance, kids thrive well naturally. When I was discussing Bodhana’s curriculum and method of approach with one of my friends who is in the education field for more than two decades, she lauded them and told me that my child is in very safe hands. We wish Team Bodhana, all the very best; hope that they continue the good work and scale great heights in their chosen path.

Rajeswari

(Siddharth's Mother)

When I was in look out for a school for my son Samridh, all I wanted was a home away from home. In many ways Bodhana offers the same. The concept of every child is unique is what attracted me to the Montessori system of schooling. Here kids are encouraged to be independent and given freedom of thought and action and this school stands by its objectives of providing a spot-on Montessori environment. Aunties are very observant of kid’s activities every day and are approachable anytime. The detailed report given at the end of each term is just very exhaustive of what the child was and the discussions held during that time is much focused. They don’t limit themselves to reporting; also voluntarily extend their helping hand in case of any need (on which I have my first-hand experience).

Kids are at their best when they are allowed to be kids and in that way I am happy that my son is learning things in a logical and fun filled way. He loves to be in school (at times refuses to come home!!!) and as a parent we are happy to give our child a right place to start his learning.

Prasanna C N

(Mom of Samridh)

We are trying to follow some of the things we learnt from Bodhana.
– We are giving only healthy natural homemade foods for snacks and avoid readymade foods.
– We are trying to make Nikhil independent and make him get ready by himself.
– Trying to reduce the TV/Gadget time and instead play with him physically.
– Encourage him to make his own decisions by providing choices on food/cloth/play etc.

Not just Nikhil, we too miss Bodhana, as it is a great learning place for parents too.
Bodhana has taught Nikhil about life from a child’s perspective which will reflect in his entire life.

Thanks for all your support all these years. Ravishankar and Srividhya

(Nikhils Parents)

We were so happy to have found Bodhana for both Akshara and Kiruthik to have their initial schooling.We had wonderful peace of mind knowing that my kids were happy to be going to school in the morning and it was lovely to see them full of chats and stories when we pick them up. Both my kids loved this school so much that Akshara refused to come with us from school even after their school time.

Teachers were so caring and patient with the children. The environment was so positive and learning. Thank you for all the useful sessions and tips on parenting. We wish all the very best to the kids,teachers and Tangaakka of Bodhana. Raj and maheshwari

(parents of Akshara and Kiruthik)

Like most Montessori oriented parents we were searching for a proper Montessori school in Velachery area. Bodhana was then a startup school.When we met Uma, we were reasonably convinced that they are not here to mint money in the name of Montessori education. We could see that they had passionate and well trained Montessori teachers. Our daughter Charmi joined the Bodhana family when she was 2.5 years. For the next 2 years, she enjoyed her childhood. I would say, she was in total control of what she wanted to learn and she did blossom like a flower in the forest. Unfortunately we had to move to another city and she now misses Bodhana.

In my opinion, these are the reasons why Charmi and we are missing Bodhana:

1. Small community: Larger schools with 5 storey buildings scare us. Bodhana’s small community of kids is well interlinked. They were really a family. We could see the benefit of mixed age group. Charmi learned the need to help toddlers and also got a lot of help from her older friends. Now, she could work well with any age group.

2. Kids do it all: I have come across many schools where projects are done by the teachers and sent back to home to impress the parents. Same way, parents do the projects and they sent it to the school and impress the teacher. Bodhana is not one of them. I always had the joy of seeing a completely scribbled paper as her project for the day. The scribble might not mean anything to us, but for the kid ‘it is all her work’.

3. Teacher’s role is to empower: There is no classroom, no lecture, no reciting and no repeated writing in Bodhana. The teachers (aunties) limit themselves to demonstrating an activity or letting a kid know how to handle something. The kid learns it, does it and even helps the other kids do it. Allowing the kid to take control of her/his learning is the best way to teach. Till date, Charmi learns everything that we do by observing. She would need minimal instructions.

4. Language: When the aunties primarily interact with the kids in English, I have seen kids reply or ask in their mother tongue. I have seen my kid learn to speak in English over the two years seamlessly. There was no forced system mandating everyone to speak only in English. That would have limited the kids’ ability to express. On the other hand, Bodhana encourages kids to sing songs in different languages and kids tend to appreciate the joy of using different languages.

5. Working with nature: Within a limited but beautiful space Bodhana has managed to conduct many nature related activities. The seeds that she planted at the school and pots she brings from her school are all her properties. The Love for nature is inculcated at the beginning of life and this is crucial in building a good society.

6. Outings: This is the most awesome part of Bodhana. Not many schools have the guts to take kids on an outing without a 2 page legal document from the parents. At Bodhana, parents trust them and they trust the parents. They have been to large parks, Church, aquariums and similar places. These outings have definitely helped Charmi to develop her own way of looking at things.

7. Functions: Most schools conduct a grand Diwali/Christmas/Annual day celebration. Most part of the celebration would have been done by professionals and teachers. Children would just play robotic work. Bodhana does not do it. Here every event is organized by the kids. They supply the refreshments, they decorate the room and they entertain us. There is scope for lot of imperfections which in my opinion is a significant learning tool for the kids.

Overall, we miss Bodhana as much as Charmi misses it. With all the social skills she has acquired in Bodhana, she has now settled in a new school atmosphere happily within 2 weeks.

Gowri and Krishnan

( Parents of Charmi )

Anukriti being the first child to Bodhana we are so happy and proud to be the part of Bodhana family. She still recollects all her friends and aunties name and she loves to be back to Bodhana always and she misses everyone.

When she first joined in the school she was calm not even started to talk. Then we could see a huge transformation after her first term. We could see so many changes in her. She started to talk more and became socialised with people. The way she welcomes the people it’s amazing…. She used to recollect all the rhymes told by her aunties till now. Thank you so much to all the aunties and hope we will be back soon.

Swarna and Anand

(Anukriti's Parents)

In what is found to be common in parents regarding how their children would accept “school”, we parents of Advaith have not been any exemption. Every child is an apple of his parents eyes and this feeling made us look for such a school which can instil a child attend the path to knowledge – to simply put it for us it is “Bodhana”. At Bodhana we understood that schooling is made a joyous experience to the kids the first step being very friendly and affirmative approach of all members of the faculty. We could realise in no time that it is not a “teacher” there but and “aunt” who could do everything that a teacher does. This indeed was a testimonial

Adding a feather to the cap of their educational approach is the systematic and extensive report Bodhana offers to the parents exhibiting the child’s credentials. With such a child centric approach it is not hard for any one of us to believe that all children are born with exemplary skills and how we hone them is what makes the difference.

We for one strongly believe that the present members of faculty have to be thanked from the bottom of our hearts in helping our child transcend from his own cocoon to a very good socialiser.

N Pavithra & S Vasudevan

(Advaith’s Parents)

When we were looking for Montessori way of training, our friend introduced us to this school. My daughter SmritiNagarajan has studied here for close to two years and whatever she is today, a significant portion of her development has been from the aunties of this school. Thanks to them. Sujatha and Nagarajan

( Smriti’s Parents )

Parenthood is a wonderful feeling and it’s a boon to shower our love and warmth upon the Child, who is truly a God’s gift. Mother is the first Guru of the Child, who thereafter is blessed with the best life time relationships of Father, Grandparents and Teacher. Home sets as the first foundation for the Child to learn how to crawl, sing, walk, talk and behave. Then comes the first phase of the Child outside his/her protected home environment, which is “School”. Like every other parent, we experienced the so called negative emotions of struggle, confusion, insecurity, fear, anxiety etc..when we were in look out for a School for our Child until we visited Bodhana Montessori. As a parent, my impression of Bodhana during my very first visit gave me a pleasing assurance that my Child will be taken care off. Before I realized, the “D” day finally arrived when my Child held my hand and walked into her first School on 07th Jan,2013; she was all excited the first day and burst into tears the very next day and continued to throw tantrums for the next two and half months every single day. Bodhana walked hand in hand with us to extend every possible support to make the Child feel accepted and heard. Slowly, the Child started to acknowledge that Bodhana is no different from her home and provides individual freedom so she gets her space to learn and explore.
Soon, Bodhana became the back-bone for my Child to be nurtured, developed, pampered and independent. One cannot believe that in the last two years and 3 months journey that my Child traveled in Bodhana, there was not a single instance when her term reports would disagree with our parental observation. Till date, we wonder how could Bodhana provide us with a qualitative report that traced every single moment and activity performed by the Child.
Bodhana is a great example of how one can extend the best education coupled with values while assuring freedom for the Child. We as parents feel proud to have made the decision and having chosen “Bodhana” as the medium of inculcating positive attributes in our Child.
Thanks to Shanthi Aunty for comforting our Child in her arms and making “Hurrah” as the turning point to change the world around her !
Thanks to Ramya Aunty for being the Child’s sweet singing inspiration !
Thanks to Mythli Aunty and SathyaPriya Aunty for having guided and mentored the Child so well !
Thanks to Thangakka for making sure that the child is taken care off !
Above all, thanks to Uma Aunty for living , breathing and spreading the joy of “Montessori methodology” to parents like us !!
Thanks to Bodhana for capturing the best moments of our life and for helping us understand the deeper meaning of Parenthood through your experiential workshops and articles !!!
“To us, Bodhana is not a School, it’s a home away from home filled with a team of passionate Gurus who practice what they preach not just to Children but also to the parents of today’s busy world. Together we realize that we are collectively responsible to contribute to the “Making of a good human being”, which is our gift to the future generation” !!
Yours Sincerely, Parents and Grand-Parents

( Akshadha’s Family )

Dear Mrs.Uma and Bodhana Team,

We are delighted to have been part of Bodhana’s journey and very much grateful for the beautiful experiences that Aruna had while at your school. Kudos to you, Ramya 'Aunty', Satya 'Aunty', Shanti #39;Aunty', Krithika 'Aunty', Mythili 'Aunty' and others. We could see your passion from the way our child blossomed.

She has become more self-confident and is eager to help (takes up responsibility). Her very different perspective on viewing ordinary things coupled with imagination amazes us. She really loved "going to school", all thanks to the environment at Bodhana. Had we continued to be in Velachery, we would have certainly opted to continue in Bodhana. We were also comfortable with the home like setting – it felt very calm, relaxed and protective.

As parents, we benefited from Bodhana as well from the discussions and talks by guest speakers that you have arranged. We found it very useful since as new parents we had no experience in dealing with children and had no idea how to communicate with them and understand them!! These conversations opened up our minds completely. We hope this will continue to be a central tenet of Bodhana.

Once again, thank you for the Bodhana experience and we are more than happy to talk to future parents if they seek referrals. We wish all of you the very best!

Aruna's Parents

(Gowri Shankar and Parvathi)

Bodhana Blog

Three Mistakes by Montessori Parents

The Three Huge Mistakes Almost Every Montessori Parent Makes Written by a Montessori Parent It’s Friday afternoon and Sarah is a few minutes late to pick up her children from the local Montessori school. It’s been a long week. When she finally drives out of the school car park, she’s feeling tired and stressed and is thinking about all the things she needs to do this weekend. “How was your day?” she asks her two children in the backseat. “Good” they answer in unison. “So, what did you do today,” she then asks, but only half-listening to the answer. “The thousand chain,” answers her youngest son, Brock. Brock is in his second year of the 3-6 environment at school and by all accounts, seems to be doing okay. “Great,” she answers, not sure where to go next. She doesn’t really know what the thousand chain is, or what her son is supposed to learn by using it, so she doesn’t ask any more questions. She is a little bit glad though that his answer wasn’t ‘washing tables’ again. She’s really not sure why he seems to be washing so many tables five days a week! Pulling in to the driveway, she resolves to spend some time this weekend researching Montessori. She knows she really should know a lot more about it. Not only does she have two children going there, but her parents and in-laws are constantly questioning the decision made by Sarah and her husband Greg to send the children there in the first place. It would be good to have some convincing answers for them for a... read more

Challenges Vs Gifts – Discipline in Young Children

“Challenges Vs. Gifts – Discipline in Young Children” – Uma Ramesh   Every parent would like to hear more about this topic especially imparting the discipline in their young ones almost every day. Most of us often encounter the following challenges during their day to day interaction with their children: “No” for everything, not listening to your words, not sharing and/or being lazy.   While this list goes on, we also want our children to grow up as a fully functional mature individual with some or all of the attributes (we can call these as gifts that we want to give our children) like being self-confident, develop patience, being courteous, love, be loved etc.   Now we have challenges and the gifts in front of us, and we want to move away from the challenges to gifts quickly, or through some means, like someone swish swashing the magic wand, in reality, we always come across tug of war between these two variables. Shouldn’t as parents we spend some time and effort to solve this equation?  They are so contrasting in nature that we give up one for the other or we conveniently say that the child would pick up by himself as he grows, thereby pushing out the responsibility to time than owning the problem.   Here comes the big question that stares in front of us, what is that we should do to transform the challenges into gifts so that our children become an all-rounder in his/her life.   Before getting into the solutions, we should first understand the current state of mind of our children. There are... read more

Quiet Time Bins

I have always wondered how I would have managed my time with my children if I have not entered this Montessori World. In the current world it is easy for children as well as parents to cling to lot of distractions. I completely understand that it is a challenge to the parents to think of healthy engagement for their children. We try to read books, engage them in our daily chores, and take them to the nearby parks. But sometimes, we feel we need a little time for ourselves. Some days when we feel sick/ tired, we may need that QUIET TIME! It becomes a challenge for the parents in nuclear family to handle their child in such situations. So we excuse ourselves by letting them watch animals in TV or rhymes in our mobiles. I have tried to put down few suggestions for that QUIET time. Your presence is least required in the below activities once you know your child is safe with the material, provided you follow some ground rules J Please ignore the mess that may be created for the first time. But help them clean it up themselves once they finish their work. DO NOT interfere in their work unless they are trying to do something harmful. Two tumblers with drinking water – Make sure this tumbler is not the usual one used in the house. May be you can store couple of beautiful tumblers just for this purpose. If you have a Juice set (a jug and few tumblers), it is a bonus. Children get immersed in such activities a lot. A bin with... read more

Children’s real Needs

Do you think it is very expensive to engage a very young child at home?  They absolutely do not need hundreds of toys that light up, play “music” or require batteries.  They do not need the latest gadget in the market  They do not need many different pricey outfits which doesn’t let them move comfortably. Do you know all they need is simple list?  They need physical nourishment. You show a special liking towards fruits, veggies and our home made snacks. Children learn to love them eventually.  They need clothes they’re allowed to get dirty. They need aprons to wear so they can help you in the kitchen. They need your old dresses and old hats and scarves to play dress up.  They need time with their parents and siblings. They need to play outside. They need to go to a zoo. They need to visit a farm. They should visit an art museum. They need to feel the kiss of the waves in the beach. They need to get messy. They need to go swimming. They need to walk quietly on a nature trail. They need your cuddling and tickling, joking and gentle teasing. They need to be around many different kinds, types and ages of people. They need grandparents or great-grandparents to spend time with.  They need to ask questions. They need you to teach them how to find the answers in a book or by observation. They need to hear you say, “I don’t know. Let’s find out.” They need you to say, “That’s a great question, I’m glad you asked.”  They need to explore. They need to... read more

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House of Children,

No #11, Officer Colony,

Vijaya Nagar, Velachery,

Chennai – 600 042

Tamilnadu, India

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Montessori School in Velachery