Daily Schedule
| Start | End | Elem | Normal |
|---|---|---|---|
| 8:00 to | 8:15:00 AM | Prepare day | |
| 8:15 to | 8:30:00 AM | Subject 1 | |
| 8:30 to | 8:45:00 AM | Subject 1 | |
| 8:45 to | 9:00:00 AM | Subject 2 | |
| 9:00 to | 9:15:00 AM | Subject 2 | |
| 9:15 to | 9:30:00 AM | Subject 3 | |
| 9:30 to | 9:45:00 AM | Subject 3 | |
| 9:45 to | 10:00:00 AM | Subject 4 | |
| 10:00 to | 10:15:00 AM | Subject 4 | |
| 10:15 to | 10:35:00 AM | Recess | |
| 10:35 to | 10:45:00 AM | Class Work | |
| 10:45 to | 11:00:00 AM | Class Work | |
| 11:00 to | 11:15:00 AM | Class Work | |
| 11:15 to | 11:30:00 AM | Class Work | |
| 11:30 to | 11:45:00 AM | Class Work | |
| 11:45 to | 12:00:00 PM | Organize/Clean |
The Great Hall determines the order in which students complete their work. While students are given increasing freedom to work independently as they progress, their schedules are more structured, especially at the beginning of the school year. During this time, all students work on the same subjects at the same time.
There are several reasons for this approach. First, it makes it easier for students to help one another when they encounter difficulties. Second, it allows the Great Hall to more effectively supervise students and provide guidance when needed.
The earlier it is in the school year, the more structured the schedule will be and the less free time students will have. Likewise, the earlier it is in the school day, the more frequently students rotate between subjects. This helps them stay focused, make steady progress, and develop productive work habits.
New students at Montrose may initially find this routine frustrating. They might spend 15 minutes getting organized for one subject, only to be asked to switch to another shortly afterward. However, this structure is intentional. It encourages students to begin working promptly instead of delaying or wasting time. As a result, they develop greater efficiency and discipline.
It is also important to note that during the first week and sometimes for the first couple of months, there is very little collaborative work. In general, students who have not yet learned to work effectively on their own often find it even more challenging to work well with others. For that reason, Montrose first focuses on developing each student’s ability to work independently. Once that foundation is established, students are gradually taught how to collaborate effectively because learning to work well with others is an essential life skill.
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