Montessori 3 12 – Introduction
Who are we?
Montessori School 3-12 is a private, bilingual school, founded in 2017 and located in the heart of Geneva, in the Nations district. It welcomes children aged 3 to 12 and offers an educational approach based on the principles of Montessori pedagogy, allowing each child to progress at their own pace, develop their independence, and actively and thoroughly build their learning. The children grow up in a privileged environment, with bright spaces, spacious classrooms, and a secure, tree-filled garden of 1,200 m² reserved exclusively for the school.
Our reason for being
Our reason for being
The Montessori School 3 12 Geneva was founded on the principle that education is a child’s right (United Nations Declaration of November 1959), but that international studies have revealed a growing consensus regarding the need to question educational systems that exclude and leave behind increasing numbers of children. Parents now expect more from schools than just instruction.
Alternative solutions exist and are yielding excellent results worldwide.
Montessori pedagogy is the most innovative educational approach to have emerged in the last century. It offers an alternative to the traditional public or private education system and provides a suitable response to the needs of parents who are committed to fostering their child’s optimal development. In our schools, children, regardless of their learning style, flourish at their own pace
in a respectful, joyful, and nurturing environment that respects their individual needs.
The experienced team in the field of education hopes, through the creation of this project, to experience and share the benefits of the pedagogy developed by Dr. Maria Montessori. Our passion for childhood is our motivation, our immense respect for children is our foundation, and our goal is to offer them the opportunity to have a positive early school experience.
Mission & Vision
Mission & Vision
The mission of Montessori School 3 12 is to guide the intellectual, emotional, affective, and social development of each child toward their full and untapped potential. To this end, we value and cultivate the shared values of respect, autonomy and responsibility, freedom and self-discipline, empathy and kindness within a climate of peace and harmony. We create and maintain rich academic and social environments designed to meet the needs of each individual and the group. We value an inclusive educational framework, to the best of our ability, where the authentic nature of the child who is born intelligent, curious, and creative can fully express itself.
We are committed to developing an open school culture that will serve the child in their natural development and support their parents in their role by offering them a real place as educational partners.
Dr. Maria Montessori (1870–1952)
Maria Montessori
“Maria Montessori was the first female physician in Italy. A pioneer in observing child development, she demonstrated that children possess a natural capacity to learn, provided they grow up in a suitable environment.
From her work with children with difficulties, and later with the opening of the first Casa dei Bambini in Rome in 1907, she developed a pedagogy based on experimentation, observation, and respect for each child’s pace.”
Photo credit : Montessori AMI
His central belief is simple: the child builds himself. The role of the adult is then to prepare the conditions that allow him to act, explore and fully develop his abilities.
Throughout her life, she trained educators, wrote, and disseminated her research worldwide. Her pedagogy, based on autonomy, activity, and respect for child development, is now used internationally.
Learn more:
Website: AMS – Association Montessori Suisse
Website: Association Montessori Internationale
Montessori pedagogy
The fundamental principles of the Montessori method
Key ideas
Montessori education is based on an ambitious goal: to support the development of the child in order to help form a fulfilled adult, comfortable with himself, with others and in society.
The Montessori approach aims to support the natural development of the human being. It is based on the idea that a fully developed individual is better equipped to learn and find their place in the world. Before birth, the embryo guides its own development in utero. Montessori education is based on the principle that the role of the adult is to support the developmental forces already present in the child. This approach was developed through observation, without a pre-established model.
The key Montessori ideas, summarized here in three points, are derived from the scientific observation of children in different cultural contexts:
Four development plans
Ages 0-6, 6-12, 12-18, and 18-24. Each period corresponds to specific needs:
1. In the first (0-6 years), self-development as an individual;
2. In the second (6-12 years), social development;
3. In the third (12-18 years), the emergence of adulthood and the construction of identity;
4. In the fourth (18-24 years), consolidation of a mature personality and orientation in the world.
Human tendencies
Human beings possess natural behavioral tendencies (exploration, experimentation, imagination, repetition, work, communication…) that allow them to adapt to their environment.
Sensitive periods
In each of the developmental planes, the child (or adolescent) possesses specific “sensitivities” to acquire a particular human trait. For example, a sensitivity that guides the child in language acquisition in the first plane (0-6 years) or in the development of a “moral compass” in the second plane (6-12 years).
Based on these discoveries, Dr. Maria Montessori set about developing an educational system designed to respond to this understanding of child development in a very concrete way: the Montessori pedagogy.
Montessori in practice
Respect for the child's individual pace
Each child develops at their own pace. The Montessori approach adapts to their needs, abilities, and level of maturity, without comparison or external pressure. This allows the child to consolidate their knowledge, gain confidence, and progress calmly in their learning.
Autonomy and self-confidence
The Montessori environment values the absorbent mind in children who learn naturally from their environment.
The child is encouraged to act independently: choosing their activities, manipulating objects, experimenting, and repeating. This structured freedom of action allows them to develop their autonomy, intrinsic motivation, and lasting confidence in their abilities. Learning then becomes a positive and rewarding experience.
The prepared environment
Equipment that supports independence
Montessori pedagogy prioritizes the concrete over the abstract. Through scientific and sensory materials, the child manipulates, observes, experiments, and understands the concepts being addressed for themselves.
Self-correcting, it allows the child to identify and correct their mistakes independently, without relying on an adult. This helps them develop a constructive relationship with error and progress with confidence.
The role of the adult
In a Montessori classroom, the adult’s role is to observe, guide, and support learning without replacing the child. They do not impart knowledge directly, but rather support and accompany the child’s discoveries,
enabling each child to develop their own skills.
The environment is carefully prepared, materials are presented at the appropriate time, and support is tailored to each child’s needs to foster independence and concentration. All educators are trained and certified by the Association
Montessori Internationale (AMI), guaranteeing quality and adherence to the Montessori pedagogy.
Regulated freedom and the development of will
In Montessori, structured freedom allows each child to choose their activities and the duration of their engagement, according to their abilities and interests. This gradual freedom, guided by prior introductions, fosters self-
education and long periods of concentration. It takes place within a clear social and moral framework: respecting others, waiting one’s turn, taking care of the materials, etc.
Through this constant decision-making (free choice), the child learns to recognize and listen to their interests, to fully engage in their activities, and to interact with their peers, which directly contributes to the development of their willpower. It is
the balance between freedom and limits that forges their inner discipline, their sense of responsibility, and their awareness of the common good.
Montessori pedagogy – in practice
Why does Montessori work?
Here are the 8 central points validated by contemporary research:
“The major ideas developed by Maria Montessori are supported by a body of evidence in developmental psychology. None of the Montessori ideas that I consider central have been discredited. Others are not being researched.”
Montessori: The Science behind the Genius, by Angeline S. Lillard, PhD
Our school
Supporting the child in developing their full potential
The Montessori 3 12 bilingual school is a place where each child can explore, learn and grow at their own pace. Located in a bright space designed for movement and concentration, it places autonomy, respect for others and natural curiosity at the heart of daily life.
Our trained and passionate teaching team provides individual support to each child while fostering a positive group dynamic. Inclusion is central to our approach: every child, regardless of their background, needs, or talents, finds their place and can progress with confidence.
Beyond Montessori pedagogy, it is the daily life of the school – its spaces, its activities, its projects – that creates a privileged environment for growing and learning together.
Daily life at school
Mixed age groups
In a family, at work, or in society as a whole, we are constantly interacting with people who are older or younger than us. A mixed-age environment is an important feature of Montessori education. Since children need different environments adapted to different stages of their development, classes are mixed for ages 3-6, 6-9, and 9-12.
The young child is surrounded by role models who are slightly more advanced than themselves. The older child is in a position of responsibility, and by showing younger children what they know, they can demonstrate their level of learning to themselves and to observers more reliably than through any test. Peer learning is fully and naturally experienced here. Cooperation replaces competition as the driving force within these mini-societies that are Montessori classrooms, and indeed, within the school as a whole. Self-education is thus facilitated by the prepared environment, which means that each child learns and develops at their own pace while remaining
aware of others and finding their place among them.
Benefits of the Montessori environment
An environment prepared to support each stage of a child’s development
beyond the classrooms
School Activities & Life
Beyond academic learning, our school offers a range of complementary activities designed to foster the overall development of each child. These activities, organized outside of the classroom setting, allow students to develop their creativity, self-confidence, and joy of discovery in a supportive and structured environment. Extracurricular activities, summer school, cultural outings and nature outings thus extend the Montessori experience through freer moments, where the child can explore, experiment and interact differently with his peers.
From the age of 3, children benefit from music lessons. From the age of 6, they can discover German and swimming, integrated into their curriculum. Supervised by our teaching team, these activities fully contribute to the social, emotional and artistic development of children, while remaining faithful to the Montessori pedagogy.
Extracurricular
Play of Painting
Summer / Spring School
Bilingualism
Healthy meals
Outings & Events
Montessori 3 12 – certified school (AMI) in Geneva
The teaching staff
The Montessori 3 12 bilingual school is composed of an educational team of trained, qualified, and experienced professionals. Our shared commitment to working with children and families based on common values has brought us together to pool our skills, knowledge, and energy to implement an educational project aimed at the development and well-being of each individual.
Mélissa
AMI Montessori Teacher (FR)
Bio
As a French-speaking AMI Montessori educator for children aged 3 to 6, trained in Paris, I also completed Montessori assistant training for children aged 6 to 12 in India. My journey has been shaped by both my professional and personal experiences. A mother of three, I was initially a stay-at-home mom. It was through supporting them daily that my passion for education was born and gradually solidified.
Observing, guiding, and supporting children in their development and learning is a constant source of wonder for me, but also a demanding commitment.
My journey within Montessori pedagogy has allowed me to use my skills and experience in schools located in different countries, as an educator, pedagogical coordinator, and academic director. These multicultural and multilingual environments, sometimes welcoming children with special needs, have given me a concrete understanding of the universality of this approach.
Jessica
AMI Montessori Teacher (FR)
Bio
A Montessori educator for children aged 3–6 since 2018, trained at the IFMM in Geneva, I support children with kindness, respecting their individual pace and fostering their autonomy and joy of learning. After a Master's degree in History with a specialization in Archaeology and Heritage, my professional journey naturally began as a history and geography teacher. Working with students who sometimes faced significant challenges and a disconnect from school, I felt the need to rethink my teaching methods. These reflections naturally led me to the Montessori pedagogy, which prioritizes the child, their needs, and their natural drive to learn. Today, I am committed to providing a structured yet nurturing environment where
each child can flourish, gain self-confidence, and progress at their own pace, in close collaboration with their family. Outside of the classroom, I enjoy traveling, discovering new horizons, immersing myself in a variety of books, or relaxing in front of a good TV series. Yoga is also part of my daily life: it helps me cultivate calm and presence, qualities I love to share with children.
Marion
AMI Montessori Teacher (ENG)
Bio
As an English-speaking AMI Montessori educator, a graduate of the IFMM in Geneva, I am driven by a deep passion for supporting young children. I am currently training in nature-based environmental education, convinced that learning flourishes when connected to the
natural world. Bilingual in French and English, I guide children towards greater autonomy, discovery, and self-confidence.
My journey in Montessori education has been shaped by a variety of experiences: teaching French abroad, managing a school library, and volunteering with children. I also worked as a market research manager, an experience that continues to enrich my analytical skills while remaining attentive to each child's individual needs. Outside of school, I enjoy spending time with my three teenagers, running half-marathons, practicing yoga, and immersing myself in a good book.
David
AMI Montessori Teacher (ENG)
Bio
My teaching journey began in 2010, with nine years of teaching English as a Second Language in Malaysia and China, alongside studies in music, TESOL (Teaching English as a Second Language), and digital education. However, my true calling emerged in 2022. Becoming a father led me to discover the Montessori method as an ideal framework for supporting children's development.
I then completed the AMI Montessori 3-6 years training in Geneva, while working as an assistant at Montessori 312 during my certification. I am deeply drawn to this approach, which emphasizes the well-being and
autonomy of the child. Guided by Maria Montessori's belief that education prepares not only for school but for life, I create environments in which children can flourish holistically. My diverse background enriches my practice, allowing me to blend creativity with
pedagogical understanding. As a Montessori educator, I respect each child's natural development, fostering confidence and resilience. This path extends my commitment to nurturing young minds, preparing them not only academically but also for a fulfilling life.
Dounia
AMI Montessori Teacher (FR)
Bio
As an AMI Montessori educator for children aged 6-12, I trained at CFMF. I have eight years of experience working with children, particularly in the field of recreational activities and childcare.
I am also the proud mother of a wonderful little boy who will soon turn two.
These experiences have strengthened my desire to support children throughout their development. Montessori education is particularly close to my heart because of the values it fosters every day: independence, self-confidence and the joy of learning.
I enjoy creating a caring environment where children feel confident enough to explore, learn and grow.
Outside of school, I am always keen to discover new things. I love trying new activities, gaining new experiences and learning along the way. This curiosity has led me to take up tennis, enjoy walking, and explore photography, cooking, writing and many other interests.
Kimberly
AMI Montessori Teacher (ENG)
Bio
As an AMI Montessori educator for children aged 6-12, trained by the Montessori Center of German-speaking Switzerland, and holding a bachelor's degree in arts and a master's degree in elementary education, I have been supporting children's learning for over ten years. My journey began in public education, where I built a solid foundation in supporting students with diverse learning profiles, before turning to the Montessori method. I see education as a culture of possibilities. In my work, I strive to cultivate wonder, offer meaningful activities, and trust each child to follow their inner guidance. I endeavor to create an environment where curiosity is respected, autonomy encouraged, mistakes welcomed as learning opportunities, and every discovery a source of profound inner satisfaction.
As a certified yoga teacher practicing a mindfulness approach in schools, I integrate mindfulness, movement, and reflection time into the rhythm of the classroom. Outside of school, I enjoy recharging through simple activities like gardening, knitting, reading, cooking, and walks in the forest with my dog, Scrappy. These experiences nourish my practice and support a balanced approach to daily life.
Kevin
AMI Montessori Teacher (ENG)
Bio
As an AMI Montessori educator for children aged 6-12, trained by the Montessori Center of German-speaking Switzerland, and holding a Master's degree in International Law from the University for Peace in Costa Rica, I have had the opportunity to teach internationally in Bahrain, Indonesia, and the United States. I then continued my career in Geneva, where I taught English to children and adults. My introduction to Montessori pedagogy was a personal one, through the discovery of this approach during my wife's pregnancy. What began as curiosity became a true passion, leading me to pursue further training and join Montessori 3-12. I am particularly inspired by the role of storytelling as a learning tool and by this pedagogy's ability to foster autonomy, curiosity, and a vibrant understanding of the world. Supporting children in their holistic development, including their relationship to peace and others, is at the heart of my commitment.
Ségolène
AMI Montessori Teacher (FR)
Bio
As an AMI Montessori educator for children aged 3-6 and 6-12, trained at the ISMM in Lyon and Montpellier, and holding a degree in Education, I have been supporting children's learning and development for over ten years. I grew up in a Montessori environment, attending various Montessori schools around the world from ages 3 to 12, which naturally led me to focus on child observation and pedagogy. Recently, I have had the opportunity to work with children in diverse
settings, both in Switzerland and abroad, which enriches my classroom practice. The Montessori pedagogy guides my daily work: supporting children towards autonomy, fostering their confidence, and respecting their individual pace of development. Outside of school, I enjoy traveling, reading, cooking, and spending time outdoors. I Have a little boy of few months.
Karen
AMI Montessori Teacher (ENG)
Bio
As an Montessori AMI educator for ages 3–6 and 6–12, trained at the MMI in London, I began teaching in a 3–6 classroom in London, then in a 6–12 environment in Paris. With over ten years of experience working with children, I started in education with a bachelor's degree in education, followed by experience in the Geneva public school system. I then obtained a master's degree in gender studies, which led me to work on issues of equality and inclusion, notably at the
Geneva State Office for Equality and the Prevention of Domestic Violence. My international experience has enriched my vision of education: in New York, I worked with an NGO on reducing inequalities in access to educational opportunities, and then in Vietnam, where I taught French and English while collaborating with the University of Hanoi on equal opportunity programs. I am currently pursuing a certification in equality in education at the University of Geneva. My approach is rooted in openness, respect, and curiosity. Montessori pedagogy seems essential to me for guiding children towards autonomy, critical thinking, and an understanding of the world based on cooperation and
respect for others.
Jessica
AMI Montessori Teacher (FR)
Bio
As an AMI Montessori educator for children aged 6-12, with a diploma from the CFMF (French Montessori Teacher Training College), and also trained in Montessori leadership and as an assistant for children aged 3-6, and holding two Master's degrees in Law-Management and Communication-Marketing, I have been supporting children's overall development for over ten years. I initially worked in communications before moving into education. My career path then led me to specialize in Montessori pedagogy, which I enriched with training in Montessori Sports & Human Development.
I taught in France and then Switzerland before joining the school, where I currently work with children in the 9-12 age group. I also pursue ongoing professional development (Autism Spectrum Disorder, ADHD, learning disabilities, artificial intelligence, baby sign language) to best adapt my approach to
each child's needs. My goal is to provide a nurturing, stimulating environment that respects each child's individual pace.
I enjoy learning, reading and exploring innovative approaches related to education and child development.
Claudia
AMI Montessori Teacher (ENG)
Bio
As an AMI Montessori educator for children aged 6-12, trained at the Montessori Institute in Prague, I attentively guide children through observation, respect, and trust in their inner potential. My path to Montessori pedagogy has been driven by curiosity and wonder. I initially explored the world through theater, then geography, eventually earning a master's degree in physical geography and coordinating scientific expeditions in the Peruvian Andes with the University of Zurich. Motherhood brought these experiences together and led me to Montessori, where I found a profoundly human and coherent way to support child development. Originally from Spain, born in England, and educated in a French school, I see Montessori pedagogy as an aid to life, supporting each child's self-construction process. Outside of school, I enjoy spending time with my family, practicing yoga, playing bass guitar, and being in nature by the ocean.
Weronika
AMI Montessori Assistant
Bio
As an AMI Montessori and after-school assistant, holding a Master's degree in Primary Education (specializing in languages) and a Bachelor's degree in International Tourism, I have worked in the field of education for several years. My career path naturally led me to the Montessori method, for which I trained as an AMI assistant (ages 3-6) in Switzerland. Also trained in Nonviolent Communication (NVC), I am committed to fostering a climate of listening and respect in everyday life. I support children aged 9-12 in their learning and outings, and also work with younger children (ages 3-6) during practical life activities to support their growing independence. This mix of ages enriches my daily work, allowing me to follow children through different stages of their development, from classroom work to after-school activities. Passionate about nature, the mountains, and hiking, I enjoy rock climbing and mountaineering. I also love to look up at the sky to observe the vast Universe, the stars and the moon. I am passionate about passing on this curiosity and wonder to children, to inspire them to discover and protect the world around them.
Teresa
AMI Montessori Assistant
Bio
As an AMI Montessori Assistant for children aged 3-6 and in after-school programs, I have experience working with children in both school and home settings. I worked in a special needs school in Geneva, where I supported children with diverse learning needs, an experience that profoundly instilled in me a passion for working with young children. I have pursued a social and educational path since the age of 17, starting as a day camp counselor and later earning an Associate of Education degree in the United States. Of all my experiences working with children, the Montessori method has been the one that has given meaning to my entire career, which naturally led me to begin Montessori training for children aged 3-6 two years ago. I am fluent in French, English, Lingala, and Portuguese. Patient, organized, and a team player, I am dedicated to helping children develop greater confidence, independence, and curiosity. Outside of school, I enjoy movement in different forms: dancing, rollerblading, paddleboarding or running, anything that allows me to move and flourish.
Anthony
AMI Montessori Assistant
Bio
As an AMI Montessori Assistant for children aged 3-6 and 6-12, as well as in after-school programs and as a Social and Educational Assistant (ASE), I have worked in education for over ten years. I particularly appreciate this dual role, which allows me to support children's learning in the classroom while also leading
dynamic and fun extracurricular activities. Through play, sports, and creative activities, I strive to transmit essential values such as cooperation, autonomy, respect, and the joy of learning together. I discovered the Montessori method somewhat by chance, before it became a true vocation that I also share daily with my two children. Outside of school, I am passionate about travel, gastronomy, board games, and sports. A lifelong football enthusiast and black belt in jujitsu, I have recently developed a passion for padel tennis.
Hugo
AMI Montessori Assistant
Bio
As a Montessori AMI Assistant (ages 6-12) and after-school program assistant, I graduated in 2021 and have worked in special education and teaching for ten years. I have extensive professional experience in social support, particularly with people with disabilities, both adolescents and adults.
I gradually moved towards pedagogy, pursuing a dual degree in sociology and education, with experience working with children aged 3-6 and 6-12. I then earned a bachelor's and a master's degree in education. I discovered the Montessori method at a very young age through my mother, an early childhood educator passionate about it. For several years now, I have been working with children in the classroom and in after-school programs, finding genuine joy in supporting their learning and activities. I remain captivated by the Montessori method because it respects children's needs and ensures that each child is supported in their individuality. Having been involved in sports since my early childhood, particularly cycling and various endurance sports, I enjoy using my experience during fun and dynamic times with children.
Alexandra
German-speaking AMI Montessori Teacher
Bio
Bio
Alexandra
Music Teacher
Bio
Bio
Cédric
Music Teacher
Bio
Bio
Romain
AMI Montessori Assistant
Bio
As an AMI Montessori Assistant for children aged 3-6 and 6-12, as well as in after-school programs, and currently completing my certification as a Social and Educational Assistant (ASE), I have worked in the field of youth work and education for over twenty years. I began as a youth worker in a community center, working with teenagers—a formative experience that nurtured my interest in educational support and interpersonal relationships. Gradually, I gravitated towards the Montessori method, which I have practiced for nearly ten years. This approach resonates deeply with my vision of education: striving to understand each child in their uniqueness, in order to better support their learning and development. Passionate about art in all its forms, I enjoy incorporating this appreciation into my daily work with children. I lead a "painting game" at school for children aged 3 to 12, a space for free expression that allows them to explore creativity without any specific outcome in mind, but rather through the joy of the act of painting and the
experience itself. Through playful and creative activities, I aim to awaken their curiosity, imagination, and the pleasure of creating.
Nicole
Director and Montessori educator AMI 3-6
Bio
Holding an AMI 3–6 diploma and a degree in Educational Sciences, I have nearly 30 years of experience in Montessori education. After an initial career in communications, I dedicated myself to education, guided by the Montessori journey of my four children. This formative experience profoundly shaped my commitment: to support each child in developing their confidence, autonomy, and well-being. In 2017, the creation of the school was initiated jointly with Jean and Karin, former parents of students. This project is driven by a clear ambition: to offer a comprehensive Montessori program in Geneva for children aged 3 to 12, based on rigorous educational standards and a high level of natural, consistent, and lived bilingualism.
My greatest pride is being able to make a difference, even for just one child, by enabling them to begin their schooling with confidence and well-being, and to fully develop their potential while respecting their individual personality and learning styles.
Over the years, my leadership role has expanded to include close support for the teaching staff and parents. I am committed to supporting teachers in their practice, ensuring the school's pedagogical consistency, and building a relationship of trust with families, which is essential for each child's harmonious development. Convinced that we can only transform the world of tomorrow by caring for the children who will build it, I dedicate myself every day to championing a demanding, respectful, and profoundly humanistic education.
Jean
Managing Director
Bio
My commitment to Montessori education stemmed from a family discovery while searching for a daycare for our son, and it has lasted for nearly 10 years. An economist by training, I dedicated over 25 years to humanitarian and social work, leading missions for the Red Cross around the world, and later for the International Social Service, a century-old organization active in 120 countries. Today, I focus on developing the talents of the M312 teaching team and, with our director Nicole, on implementing systems and policies for optimal school performance. In parallel, I support leaders in crisis situations and run a consulting firm, Scruples Research, dedicated to innovation, research, and
organizational transformation.
Claire
Administrative Assistant
Bio
An administrative assistant with an initial career in the hospitality industry, developed over more than twenty years of experience. My background, enriched by four years of university studies in economics and three years at a hospitality school, has allowed me to cultivate an approach that is rigorous, compassionate, and adaptable. I grew up in the Democratic Republic of Congo (formerly Zaire), in a multicultural environment, and attended a French consular school with a traditional curriculum before continuing my studies in France. This dual culture and these life experiences have enriched my perspective on the world and my way of supporting others. I discovered the Montessori method almost instinctively. First through conversations, then very naturally in my life as a mother, where I applied its principles intuitively, with confidence, common sense, and great joy. Fostering autonomy, encouraging a child's natural drive, and respecting their pace have always been integral to my approach. Positive and enthusiastic, I like to move forward with energy and curiosity, to seize life to the fullest and to retain, somewhere deep down, a childlike spirit. This sensitivity nourishes my way of being, working and relating to others today.
If you would like to join our team, we are recruiting talented individuals! Send us your CV, cover letter and references to administration@montessori312.ch with "Unsolicited Application" in the subject line.