The Montessori Difference
EXPERIENTIAL, HANDS-ON LEARNING
Dr. Montessori believed that "hands are the instruments of man's intelligence." In a Montessori environment, children learn experientially through all five senses and not just through listening, watching, or reading. They have the opportunity to explore and learn outside the classroom walls.
FREEDOM WITHIN LIMITS
Dr. Montessori placed great emphasis on the development of independence. Therefore, once shown a lesson, children are free to choose their own "work" from any given area of the prepared environment. This gives children the opportunity to follow their inner drive and meet their own intrinsic goals, rather than working for extrinsic goals set by the teacher.
RESPECT FOR INDIVIDUAL LEARNING STYLES
Children are treated with respect. They able to learn at their own pace and in their own unique ways. Lessons are given either one-on-one with a teacher or in small group sessions for cooperation and collaboration. Each child has the chance to learn and develop uniquely within a classroom that accommodates many levels of ability and complexity.
THREE-YEAR CYCLES
Montessori classes are comprised of three-year age groupings, forming communities in which older children spontaneously share their knowledge with younger children, and younger children observe and imitate older children as they work. The third year in the cycle is truly empowering to the children, both socially and academically. Our school currently offers two age groupings, 3-6 and 6-9.
TEACHERS AS GUIDES
Teachers in Montessori classrooms are typically referred to as guides. Their primary goal is to guide student learning. They are specially trained to observe each child and to design lessons based on that child’s natural curiosity and love of learning. The teacher is also responsible for preparing the educational environment within each classroom and for presenting lessons in that environment. During the course of a day, the teacher will demonstrate and present a wide array of concrete sensorial materials and sequential activities through individual and small group instruction. The child will soon learn to associate abstract concepts with these hands-on, concrete experiences.
MULTIPLE MEASURES OF ASSESSMENT:
The materials of instruction themselves provide daily, diagnostic information to the teacher. The teacher observes the student’s performance and assesses it based upon performance criteria associated with that particular material and activity.
PROTECTION OF THE “BEST” IN EACH CHILD
Dr. Montessori strongly believed in fostering of the best in each child. She discovered that in a learning environment where children are allowed to choose their work and to concentrate for as long as needed on that task, they come out of this period of concentration (or meditation or contemplation) refreshed and full of goodwill toward others. The teacher must know how to offer work, to link the child to the learning environment (the real teacher), and to protect this process. There is a natural goodness and compassion are inborn in all of us, and while these traits do not need to be taught, they do need to be protected.
Dr. Montessori believed that "hands are the instruments of man's intelligence." In a Montessori environment, children learn experientially through all five senses and not just through listening, watching, or reading. They have the opportunity to explore and learn outside the classroom walls.
FREEDOM WITHIN LIMITS
Dr. Montessori placed great emphasis on the development of independence. Therefore, once shown a lesson, children are free to choose their own "work" from any given area of the prepared environment. This gives children the opportunity to follow their inner drive and meet their own intrinsic goals, rather than working for extrinsic goals set by the teacher.
RESPECT FOR INDIVIDUAL LEARNING STYLES
Children are treated with respect. They able to learn at their own pace and in their own unique ways. Lessons are given either one-on-one with a teacher or in small group sessions for cooperation and collaboration. Each child has the chance to learn and develop uniquely within a classroom that accommodates many levels of ability and complexity.
THREE-YEAR CYCLES
Montessori classes are comprised of three-year age groupings, forming communities in which older children spontaneously share their knowledge with younger children, and younger children observe and imitate older children as they work. The third year in the cycle is truly empowering to the children, both socially and academically. Our school currently offers two age groupings, 3-6 and 6-9.
TEACHERS AS GUIDES
Teachers in Montessori classrooms are typically referred to as guides. Their primary goal is to guide student learning. They are specially trained to observe each child and to design lessons based on that child’s natural curiosity and love of learning. The teacher is also responsible for preparing the educational environment within each classroom and for presenting lessons in that environment. During the course of a day, the teacher will demonstrate and present a wide array of concrete sensorial materials and sequential activities through individual and small group instruction. The child will soon learn to associate abstract concepts with these hands-on, concrete experiences.
MULTIPLE MEASURES OF ASSESSMENT:
The materials of instruction themselves provide daily, diagnostic information to the teacher. The teacher observes the student’s performance and assesses it based upon performance criteria associated with that particular material and activity.
PROTECTION OF THE “BEST” IN EACH CHILD
Dr. Montessori strongly believed in fostering of the best in each child. She discovered that in a learning environment where children are allowed to choose their work and to concentrate for as long as needed on that task, they come out of this period of concentration (or meditation or contemplation) refreshed and full of goodwill toward others. The teacher must know how to offer work, to link the child to the learning environment (the real teacher), and to protect this process. There is a natural goodness and compassion are inborn in all of us, and while these traits do not need to be taught, they do need to be protected.