Primary 1/2

Meet Our Primary Teachers

Mra Sugarland Team

“ Together we are committed to provide a loving and developmentally appropriate foundation for a lifetime of learning.”

Ms. Zohra Sachwani

Primary 1 Teacher

Meet  Zohra Sachwani

  • Has a Associates Degree in Early Childhood Education from the Houston Community College
  • She believes children need someone to love, care, and educate them.
  • Has over 9 years in Early Childhood Education.
  • She loves working with children and making sure that they grow and learn through play each day in a safe and happy environment to stimulate the physical, intellectual , social and emotional growth at their own pace.

Mra Sugarland Team

“ I just joined Montessori Reggio Academy and I am excited to be part of the MRA family! ”

Ms. Peace Eleyae

Primary 2 Teacher

Meet Peace Eleyae

  • Has a Bachelor’s Degree in Art (English) Education and a Master’s Degree in Business Administration.
  • Has 32 years experience in Early Childhood Education.
    • -Child Care Development Center for 4 years
  • Married with 3 children, a son in-law, & a 4 month old grandson.
  • Proud to be Montessori certified

Natural Leadership & Interests Development 

Primary Montessori’s primary educational program gives your child the keys to success throughout their education and lifetime. We strive to provide your child with the hands-on learning and support they need to have the very best opportunity to thrive. Our qualified staff provides a curriculum that’s individualized to meet your child’s needs while also focusing on providing opportunities for your child to develop his or her natural interests and abilities.

After laying the foundation for their personality, three-year-olds come to a place where they are ready to develop and perfect their skills. They learn best about real work done to support independence. However, material management provides visual experience; and open exploration leads to increased sensitivity in their functions, sensory perception, language, and intelligence. All members of this extended community, ages 3 to 6, pursue their interests, choose their careers independently, develop their ability to concentrate, and thrive on opportunities to incorporate their speed in their emerging thinking and friendliness.

Resources and activities designed to support self-directed learning and innovation, so it is an appropriate game for this development phase. They organize into practical activities that promote independence and social skills; Sensory functions that improve sensory perception; Speaking language development, writing, and reading skills development. Also, mathematical activities that develop basic mathematical concepts reflect our understanding of geography, history, biology, science, music, and the arts. Trained adults guide children on this journey, enabling them to grow as well-received individuals, ready to gain a positive, socially positive place in their world. A Montessori Reggio Academy provides a foundation in learning that contributes to the development of positive self-esteem and a love of learning while at the same time developing the skills that children need for lifelong learning and success.

The curriculum in the Classroom

The Montessori primary class consists of different areas, each with working shelves. Shelves are handled with simple functions at the beginning and highly sophisticated at the end. This organization helps every child to succeed. The Montessori Reggio Academy material is self-correcting and encourages children to experience a sense of accomplishment right from the start of their academic journey. Each area of ​​the classroom has specific goals for children to learn and achieve.

Practical Life

Practical life activities are essential in developing concentration, large and fine motor coordination, following a process, and positive self-esteem. Children learn the language and social skills necessary for positive, peaceful interactions with their classmates and teachers. Activities include essential skills, pouring, spoon, buttoning, table scrubbing, sweeping, sewing, polishing metal and wood, walking the line, and many grace and etiquette lessons.


Children search extensively with sensory materials designed by Montessori Reggio Academy. These materials intend to be crucial to the everyday world. Each material distinguishes a specific sensory input or experience. Visual, auditory, tactile, tactile, olfactory, and other senses are educated and refined through children’s work with these materials. Accurate language gives after the acquisition of sensory experience. The teacher, through observing the individual child and knowledge of the child’s developmental stages. They try to demonstrate the subject in the appropriate “sensitive period.” These activities also include several indirect preparations for further work in language and mathematics. Fingers, hands, and arms are preparing to write, and children are enjoying all kinds of groups, sets, scenes, and geometric patterns in a visual and tactile manner.

Key Characteristics of the Reggio Emilia Curriculum

At Montessori Reggio Academy we practice a Reggio-Inspired approach by adopting the core values of the Reggio Emilia philosophy. These guiding principles allow us to focus on the whole child, empowering their thoughts, questions, interests, and in turn hopefully fostering a lifelong love of learning.

The guiding principles of The Compass School are as follows:

The Image of the Child: The primary tenant of the philosophy is that all children are competent, curious, creative, and capable. Exploring their curiosities and interests can lead to a greater understanding and a greater desire to learn. Teachers are aware of each child’s potential, and it is their responsibility to help support and guide children throughout the journey of learning.

Emergent Curriculum: Emergent curriculum is a style of teaching and learning that is dependent on the teacher introducing questions and listening to the children’s ideas and discussions. Through careful observation of the classroom, teachers can introduce learning explorations, and develop long-term projects. In this sense, the curriculum ‘emerges’ from the students, allowing the learning process to become a spiraling progression rather than a linear process.

Project Work: Through emergent curriculum, teachers can facilitate project work that will allow children to explore their areas of interest in detail. Teachers introduce materials, concepts, and mediums that allow children to express their ideas and interests. Children develop an enthusiasm for knowledge that is enhanced by the ability to experience the many facets of project work in detail. Projects can last anywhere from a few days to several months at a time.