FAQ
What is Montessori?
Montessori is a world renowned philosophy of education. It is an educational approach that encourages and guides the unfolding of a child’s maximum potential. This meaning to allow for the fullest physical, spiritual, and intellectual development by assisting the child to educate themselves at their own pace. A specially prepared environment is created with an ordered array of sequential learning materials to guide the child in self directed hands-on sensorial activities. The concrete materials require manipulation with the use of the hands to develop the mind. Montessori is designed to take full advantage of the innate desire to explore and discover, which each and every child carries within them.What Makes Montessori Education Unique?
The "whole child" approach. The primary goal of a Montessori program is to help each child reach full potential in all areas of life. Activities promote the development of social skills, emotional growth, and physical coordination as well as cognitive preparation. The holistic curriculum, under the direction of a specially prepared teacher, allows the child to experience the joy of learning, time to enjoy the process and insure the development of self-esteem, and provides the experiences from which children create their knowledge.
The "Prepared Environment." In order for self-directed learning to take place, the whole learning environment - room, materials, and social climate - must be supportive of the learner. The teacher provides necessary resources, including opportunities for children to function in a safe positive climate. The teacher thus gains the children's trust, which enables them to try new things and build self-confidence.
The Montessori materials. Dr. Montessori's observations of the kinds of things which children enjoy and go back to repeatedly led her to design a number of multi-sensory, sequential and self-correcting materials which facilitates the learning of skills and lead to learning of abstract ideas.
The teacher. Originally called a "Directress," the Montessori teacher functions as designer of the environment, resource person, role model, demonstrator, record-keeper and meticulous observer of each child's behavior and growth.
The teacher acts as a facilitator of learning. Extensive training - a minimum of a full year following the baccalaureate degree is required for a full AMS credential, including a year's student teaching under supervision - is specialized for the age group with which a teacher will work, i.e., infant and toddler, three to six year olds, elementary or secondary level.
Why does the a classroom work with multiage groups?
In this different approach lies the 3 year age span of a multi-aged classroom. Montessori discovered that children developed qualities crucial to their social and mental development when working together at different levels of ability. The classroom offers much diversity and stimulation due to these different levels of progress. Because of the age span and the consistency of the three year cycle children foster true friendships with peers, the result of being together longer over a period of time. The older children gain a sense of maturity and confidence as the younger children look up to them as role models and leaders. The younger children imitate or may just observe their older peers, and the older ones an opportunity to reinforce their knowledge by teaching the younger ones a particular skill. They form a give and take relationship of mutual help. They learn to respect one anothers feelings, cooperating in social interaction amongst children and adults of different ages. Keeping this in mind, Montessori wanted the children to know that their school is like a second family. Another strong
advantage is that it enables the teachers to work with the child for two or three years, getting to know their learning styles and temperaments extremely well. This in turn gives the teacher the time and knowledge needed to facilitate early learning in each and every child.
How does Montessori differ from traditional education?
Montessori education differs from traditional education in many ways. Below is a list adapted by the American Montessori Society outlining the many differences between the two. Look over carefully and compare you will soon see that Montessori education is totally child-centered whereas traditional education is very much teacher centered. Fundamental to the Montessori method is the use of all five senses to learn, not just through listening, watching, memorizing or reading. Children learn at their own, pace according to what interests them the most at that particular time in their development. They move and choose work freely a choice of activities from hundreds of possibilities. Learning is a process of discovery, leading to concentration, motivation, self-discipline, and a love of learning. Montessori represents an entirely different approach to education.Montessori Conventional Early start in school (2-3) Late start in school (5-6) 3-year multiage classroom One age per class Freedom to move and choose work Allotted seated arrangement at desks Sensory integration through all five senses Learning by listening, watching, memorizing or reading Community atmosphere Little socialization allotted times to do so (ex. recess) Each child has individual lessons Lessons are taught to the class as a whole Didatic self-correcting materials Teacher as source of answers Natural, logical consequences Rewards and punishments Longer free work periods Frequent interruptions Frequent interruptions Limited curriculum Progress of student as test Peer comparison as test Frequent interruptions Limited curriculum Progress of student as test Peer comparison as test Frequent interruptions Limited curriculum Progress of student as test Peer comparison as test Emphasis on learning Emphasis on grades Emphasis on individuality Emphasis on conformity Progress at individual rate Annual promotion to the next grade Emphasis on "self" control Teacher as disciplinarian PEACE in education Corporal punishment Strong school/home ties Little parent involvement Observation based progress reports Graded report cards Child centered schedule Adult centered education -
Do Montessori classrooms push children too far?
Each child in a Montessori classroom is allowed to develop and advance in their own time at their own individual pace. This is one of the principles embedded deep within the Montessori method central to the philosophy. If Montessori children seem to be more advanced compared to traditional expectations for their age level it is not because of pressured teaching or competition. Rather, it is a reflection of the vast possibilities and potential that children carry within them when allowed to learn at their own pace and pursue what is interesting to them during their sensitive periods of learning in a specially prepared environment. The goal is to initiate the processes of logical thought and discovery internally. Once this is done their accomplishments become endless. Dr. Montessori scientifically designed the materials to draw the child's cognizance to the sensory properties of the objects within the physical world around them. Hence, they begin to heed size, shape, color, texture, weight, smell, sound, taste, dimension, all through sensory integration. Naturally and effortlessly in what seems to be an accelerated level compared to the same age level in a traditional setting. -
Is Montessori just for preschool children?
Montessori is a philosophy of education that encompasses the child as a whole during every successive phase of development. Beginning from birth and continuing on throughout adolescence and puberty. In addition to the customary preschool programs ages 3-6, you may find elementary , junior high and high school programs offered. There are also a number of growing infant and toddler programs gaining much recognition. The age groups in the multiage classrooms starting with preschool are as follows: preschool ages 3-6, elementary ages 6-9, & 9-12, and middle or junior high school ages 12-15. -
How is the Montessori classroom Noncompetitive?
In order for the learning process to achieve maximum results there needs to be freedom. The children are allowed the freedom of movement and choice. The Montessori child is encouraged to follow what interests him the most. The child is free to work and learn in the classroom at his own pace and at their own level of understanding without any interruptions. This is what makes a Montessori classroom noncompetitive. There is no pressure nor stress or time limits to adhere to. Each child is guided through their own natural pathway of development individually. This is quite different from the traditional classroom were all children are treated as a whole, expected to learn and keep up with the same pace as a group. In a Montessori environment the child has the opportunity of individual lessons, while still retaining group sessions at no extra cost. This is made possible through the hands on materials provided to the child individually. The educational materials allow for a varied pace of advancement, which accommodates all levels of intellectual ability in the classroom. Hence, the fast learners are not held back, and slow learners are not pressured to keep up. In this unique approach is the classroom able to meet the individual needs of each child. Each child's development and progress is measured against their own ability and advancement not compared to that of other children. In addition a cooperative atmosphere rather than a competitive is encouraged in each and every classroom. -
Is the Montessori Method successful with all children?
Because of the success of the method with children experiencing learning deficiencies Maria Montessori was eager to compare the reactions of normal children to her special apparatus. She had her opportunity to begin her work with normal children between the ages of 3 and 7 when she was asked to direct a day care center in the poor section of San Lorenzo Italy. Her research and methods proved startling results with the children's progress. Dr. Montessori had reasonable proof that her method was not discriminating. It allowed for a varied pace and development which adapted the classroom to a wide range of students from all socio economic levels, both average and above average, as well as learning disabled and physically handicapped children. The approach has been proved to be used successfully with children spanning from two months to eighteen years in age. While the gifted child can dive into a subject of more complex materials, the child progressing slower may explore the materials at their own level of understanding according to their own pace. In general the Montessori classroom is designed to ensure the fullest physical, spiritual, and intellectual potential for all children. -
Are Montessori schools religious?
The Montessori curriculum is centered around five focus areas which are practical life, sensorial, math, language arts, and cultural subjects. The Montessori philosophy is not of religious affiliation. However, the spiritual inner self and the whole child is tremendously respected and recognized. Most Montessori schools celebrate and teach about different religions from a cultural educational aspect. In this instance the approach is tying in and integrates the separate subject matter of world cultural subjects this includes religion. Montessori is well known for its diversity and wishes to offer an extensive well rounded enrichment program to all students. It does not discriminate and respects the different religious beliefs and needs of the children. This does not necessarily mean that a private religious school does not or could not incorporate the Montessori approach into their educational curriculum. This is why it is important to ask of any religious orientation. The Montessori School of Hamilton does not have a religious orientation and honors and respects each and every religion.
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What is so special about the Montessori Materials?
There are over 500 self correcting , sensorial manipulative materials that make learning much more rewarding. The materials are inviting, a beautiful array of colored beads, puzzle maps with knobs, and solid geometric forms., A colorful collection of special rods and blocks, cylinders and cubes, color tablets, sound boxes all of which isolate a different concept. Qualities such as size, shape, color, texture, sound can be explored and discovered easily. Hence, they begin to heed these qualities plus weight, smell, taste, and dimension, all through sensory integration. Another special characteristic of the materials is that the control of error is built right in. The child can easily perceive the error and therefore correct it by themselves without assistance from the teacher. In this way the child can begin to solve problems independently. The concrete learning apparatus is designed to intrigue the child, stimulating their mind into logical thought processes and discovery. They move the child from basic concrete concepts to the abstract. As each task becomes mastered, they become self-confident and self reliant. They gain the knowledge and skills necessary to accomplish their choices and fulfill their needs. -
How are the special Montessori materials presented?
This is one of the primary tasks of the teacher to prepare and continuously prepare the environment through well thought out lessons and presentations. The children are introduced to materials and lessons in all subject areas, according to individual development at all ages. In a brief but interesting presentation, they are shown the proper way to handle and use of the materials. Where to place them, and how to put them away in an orderly manner. Once the materials have been properly presented by the teacher, the children are free to engage in activity. They are than reintroduced in increasing levels of complexity. All interest centers can be explored at any time of the day and at all levels of development. -
How exactly does a child become independent self-disciplined and self- reliant in a Montessori classroom?
Quite simply the children are allowed to make individual choices. Their decisions are expected to be responsible judgments on their behalf. This measure of independence gives the child the opportunity to carry responsibility which therefore forms the basis for self-discipline. As each task becomes mastered, they become self-confident and self-reliant. They gain the rewarding satisfaction that comes from their accomplishments and new skills. The children learn to appreciate the freedom and respect that they are given, and so become considerate, mature little people, who carry within them a lifetime love of learning. -
What happens when a Montessori child enters the public school system?
Montessori establishes habits of concentration, perseverance and thoroughness in the early years which than intern produces a competent, and confident learner in the later years. Armed with these qualities the Montessori child eases into mainstream classrooms adapting easily and quickly to their new routine. Moreover because of its unique method, it blends right in with public education, where diversified groups of children of many different backgrounds coexist together. -
Are Montessori children successful later in life?
Research studies show that Montessori children are well prepared for later life academically, socially, and emotionally. In addition to scoring well on standardized tests, Montessori children are ranked above average on such criteria as following directions, turning in work on time, listening attentively, using basic skills, showing responsibility, asking provocative questions, showing enthusiasm for learning, and adapting to new situations.
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Can I do Montessori at home with my child?
Only a trained Montessori teacher can properly implement Montessori education, using the specialized learning equipment of the Montessori "prepared environment." Moreover, the social development that comes from being in an environment with other children is an integral part of Montessori education.However, Montessori philosophy and practices have much to offer home schooling parents. Click here for a list of Montessori resources for home schoolers. All parents can use Montessori principles of child development at home, complementing your child's experiences in Montessori school. Look at your home through your child's eyes. Children need a sense of belonging, and they get it by participating fully in the routines of everyday life. "Help me do it by myself" is the life theme of the preschooler. Providing opportunities for independence is the surest way to build your child's self-esteem.
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What is the process of "Normalization"?
In Montessori education, the term "normalization" has a specialized meaning. "Normal" does not refer to what is considered to be "typical" or "average" or even "usual." "Normalization" does not refer to a process of being forced to conform. Instead, Maria Montessori used the terms "normal" and "normalization" to describe a unique process she observed in child development. Montessori observed that when children are allowed freedom in an environment suited to their needs, they blossom. After a period of intense concentration, working with materials that fully engage their interest, children appear to be refreshed and contented. Through continued concentrated work of their own choice, children grow in inner discipline and peace. She called this process "normalization" and cited it as "the most important single result of our whole work" (The Absorbent Mind, 1949).
She went on to write,
Only "normalized" children, aided by their environment, show in their subsequent development those wonderful powers that we describe: spontaneous discipline, continuous and happy work, social sentiments of help and sympathy for others. . . . An interesting piece of work, freely chosen, which has the virtue of inducing concentration rather than fatigue, adds to the child's energies and mental capacities, and leads him to self-mastery. . . . One is tempted to say that the children are performing spiritual exercises, having found the path of self-perfectionment and of ascent to the inner heights of the soul. (Maria Montessori, The Absorbent Mind, 1949)E.M. Standing (Maria Montessori: Her Life and Work, 1957) lists these as the characteristics of normalization: love of order, love of work, spontaneous concentration, attachment to reality, love of silence and of working alone, sublimation of the possessive instinct, power to act from real choice, obedience, independence and initiative, spontaneous self-discipline, and joy. Montessori believed that these are the truly "normal" characteristics of childhood, which emerge when children's developmental needs are met.
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Why Do Montessori Classes Tend To Be Larger than Those Found in Many Other Schools?
Many schools take pride in having very small classes, and parents often wonder why Montessori classes are so much larger. Montessori classes commonly group together twenty-five to thirty children covering a three-year age span. Schools that place children together into small groups assume that the teacher is the source of instruction, a very limited resource. They reason that as the number of children decreases, the time that teachers have to spend with each child increases. Ideally, we would have a one-on-one tutorial situation.
But the best teacher of a three-year-old is often another somewhat older child. This process is good for both the tutor and the younger child. In this situation, the teacher is not the primary focus. The larger group size puts the focus less on the adult and encourages children to learn from each other. By consciously bringing children together in larger multi-age class groups, in which two-thirds of the children normally return each year, the school environment promotes continuity and the development of a fairly stable community.
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How Can Montessori Teachers Meet the Needs of So Many Different Children?
Great teachers help learners get to the point where their minds and hearts are open, leaving them ready to learn. In effective schools, students are not so much motivated by getting good grades as they are by a basic love of learning. As parents know their own children’s learning styles and temperaments, teachers, too, develop this sense of each child’s uniqueness by spending a number of years with the students and their parents. Dr. Montessori believed that teachers should focus on the child as a person, not on the daily lesson plan. Montessori teachers lead children to ask questions, think for themselves, explore, investigate, and discover. Their ultimate objective is to help their students to learn independently and retain the curiosity, creativity, and intelligence with which they were born. As we said in an earlier chapter, Montes-sori teachers don’t simply present lessons; they are facilitators, mentors, coaches, and guides.
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Is Montessori for All Children?
The Montessori system has been used successfully with children from all socio-economic levels, representing those in regular classes as well as the gifted, children with developmental delays, and children with emotional and physical disabilities. There is no one school that is right for all children, and certainly there are children who may do better in a smaller classroom setting with a more teacher-directed program that offers fewer choices and more consistent external structure.
Children who are easily over stimulated, or those who tend to be overly aggressive, may be examples of children who might not adapt as easily to a Montessori program. Each situation is different, and it is best to work with the schools in your area to see if it appears that a particular child and school would be a good match.
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Is Montessori Opposed to Homework?
Most Montessori schools do not assign homework to children below the elementary level. When it is assigned to older children, it rarely involves page after page of “busy” work; instead, the children are given meaningful, interesting assignments that expand on the topics that they are pursuing in class. Many assignments invite parents and children to work together. When possible, teachers will normally build in opportunities for children to choose among several alternative assignments. Some-times, teachers will prepare individually negotiated weekly assignments with each student.
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Is Montessori Unstructured?
At first, Montessori may look un-structured to some people, but it is actually quite structured at every level. Just because the Montessori program is highly individualized does not mean that students can do whatever they want. Like all children, Montessori students live within a cultural context that involves the mastery of skills and knowledge that are considered essential. Montessori teaches all of the “basics,” along with giving students the opportunity to investigate and learn subjects that are of particular interest. It also allows them the ability to set their own schedule to a large degree during class time. At the early childhood level, external structure is limited to clear-cut ground rules and correct procedures that provide guidelines and structure for three- and four-year-olds. By age five, most schools introduce some sort of formal system to help students keep track of what they have accomplished and what they still need to complete.
Elementary Montessori children normally work with a written study plan for the day or week. It lists the tasks that they need to complete, while allowing them to decide how long to spend on each and what order they would like to follow. Beyond these basic, individually tailored assignments, children explore topics that capture their interest and imagination and share them with their classmates.
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How Do Montessori Schools Report Student Progress?
Because Montessori believes in individually paced academic progress, most schools do not assign letter grades or rank students within each class according to their achievement. Student progress, however, is measured in different ways, which may include:
Student Self-Evaluations: At the elementary level, students will often prepare a monthly self-evaluation of the past three month’s work: what they accomplished, what they enjoyed the most, what they found most difficult, and what they would like to learn in the three months ahead. When completed, they will meet with the teachers, who will review it and add their comments and observations.
Portfolios of Student Work: In many Montessori schools, two or three times a year, teachers (and at the elementary level, students) and parents go through the students’ completed work and make selections for their portfolios.
Student/Parent/Teacher Conferences: Once the students’ three-month self-evaluations are complete, parents, students, and teachers will hold a family conference two or three times a year to review their children’s portfolios and self-evaluations and go through the teachers’ assessment of their children’s progress.
Narrative Progress Reports: In many Montessori schools, once or twice a year, teachers prepare a written narrative report discussing each student’s work, social development, and mastery of fundamental skills.
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Will My Child Be Able to Adjust to Traditional Public or Private Schools After Montessori?
By the end of age five, Montessori children are normally curious, self-confident learners who look forward to going to school. They are normally engaged, enthusiastic learners who honestly want to learn and who ask excellent questions. Montessori children by age six have spent three or four years in a school where they were treated with honesty and respect. While there were clear expectations and ground rules, within that framework, their opinions and questions were taken quite seriously. Unfortunately, there are still some teachers and schools where children who ask questions are seen as challenging authority.
It is not hard to imagine an independent Montessori child asking his new teacher, “But why do I have to ask each time I need to use the bathroom?” or, “Why do I have to stop my work right now?” We also have to remember that children are different. One child may be very sensitive or have special needs that might not be met well in a teacher-centered traditional classroom. Other children can succeed in any type of school.
There is nothing inherent in Montessori that causes children to have a hard time if they are transferred to traditional schools. Some will be bored. Others may not understand why everyone in the class has to do the same thing at the same time. But most adapt to their new setting fairly quickly, making new friends, and succeeding within the definition of success understood in their new school.
There will naturally be trade-offs if a Montessori child transfers to a traditional school. The curriculum in Montessori schools is often more enriched than that taught in other schools in the United States. The values and attitudes of the children and teachers may also be quite different. Learning will often be focused more on adult-assigned tasks done more by rote than with enthusiasm and understanding.
There is an old saying that if something is working, don’t fix it. This leads many families to continue their children in Montessori at least through the sixth grade. As more Montessori High Schools are opened in the United States and abroad, it is likely that this trend will continue.
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Is Montessori Opposed to Competition?
Montessori is not opposed to competition; Dr. Montessori simply observed that competition is an ineffective tool to motivate children to learn and to work hard in school. Traditionally, schools challenge students to compete with one another for grades, class rankings, and special awards. For example, in many schools tests are graded on a curve and are measured against the performance of their classmates rather than considered for their individual progress.
In Montessori schools, students learn to collaborate with each other rather than mindlessly compete. Students discover their own innate abilities and develop a strong sense of independence, self-confidence, and self-discipline. In an atmosphere in which children learn at their own pace and compete only against themselves, they learn not to be afraid of making mistakes. They quickly find that few things in life come easily, and they can try again without fear of embarrassment. Dr. Montessori argued that for an education to touch children’s hearts and minds profoundly, students must be learning because they are curious and interested, not simply to earn the highest grade in the class.
Montessori children compete with each other every day, both in class and on the playground. Dr. Montessori, herself an extraordinary student and a very high achiever, was never opposed to competition on principle. Her objection was to using competition to create an artificial motivation to get students to achieve.
Montessori schools allow competition to evolve naturally among children, without adult interference unless the children begin to show poor sportsmanship. The key is the child’s voluntary decision to compete rather than having it imposed on him by the school.
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Is It True that Montessori Children Never Play?
All children play! They explore new things playfully. They watch something of interest with a fresh open mind. They enjoy the company of treasured adults and other children. They make up stories. They dream. They imagine. This impression stems from parents who don’t know what to make of the incredible concentration, order, and self-discipline that we commonly see among Montessori children. Montessori students also tend to take the things they do in school quite seriously. It is common for them to respond, “This is my work,” when adults ask what they are doing. They work hard and expect their parents to treat them and their work with respect. But it is joyful, playful, and anything but drudgery.
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Is Montessori Effective With the Very Highly Gifted Child?
Yes, in general, children who are highly gifted will find Montessori to be both intellectually challenging and flexible enough to respond to them as unique individuals.