CambridgeDay School
2620 Cambridge Beltway
Cambridge Md. 21613
410.228.8397
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About Montessori Teaching
Information provided by:
www.montessoriworld.org
1) What is Montessori?
Montessori is an approach to the education of children. It is a way of
looking at, and understanding, children. It is a view of how children
develop and learn which has been translated into a systematic method of
education based upon careful scientific study. The Montessori educational
system is unique in that it has successfully undergone continued
development for over ninety years and has been used effectively with
mentally retarded, physically handicapped, normal, and gifted children in
different countries around the world. Perhaps the most significant reason
for its success is that it is a comprehensive method of education resulting
from an integration of research on development, learning, curriculum, and
teaching.
2) What is the idea behind the Montessori
approach to the education of children?
In the Montessori view of education, the purpose of education is to serve
as an aid to life. Therefore, Montessori is an approach to education based
upon the principle that schooling should work with the nature of the child
instead of against it. Therefore, education should be based upon scientific
study of the child and a resulting understanding of the processes of
development and learning.
3) What is the Montessori understanding of
the nature of the child?
Dr. Montessori felt that her greatest discovery was that children's play
actually consisted of the important work of development. In fact, children
have a natural drive to work in order to develop. The child's great task is
to create an adult. As a result, children are not content unless they have
an opportunity to develop and learn.
4) How does Montessori's understanding of
the child influence her view of education?
Since Montessori schools are based upon the principle that "...the
child, not the teacher, is the construction of man, and so of
society..." it is felt that the, "human teacher can only help the
great work that is being done..." "Education is not what the
teacher gives; education is a natural process spontaneously carried out by
the human individual, and is acquired not by listening to words, but by
experiences upon the environment." Therefore, the teacher's job is to
provide the materials and environment which will aid development and to be
ready to respond when help is needed.
5) What is Dr. Montessori's view of
education?
Dr. Montessori felt that education should no longer consist only of
imparting knowledge, but must instead take a new path seeking the release
of human potentialities. However, it must not be forgotten that, "if
education is to be an aid to civilization, it cannot be carried out by
emptying the schools of knowledge, of character, of discipline, of social
harmony, and above all, of freedom."
6) How is a Montessori program different
from other programs?
A Montessori program is different from other educational programs in a
number of ways.
a) Teaches to individuals as well as to groups. In many other classrooms,
lessons are presented to the whole class and sometimes to small groups. In
Montessori schools the general rule is reversed. Most of the time the
teacher presents lessons to individuals. Other children can watch if they
are interested. In this way, the teacher can address the specific needs of
a child and can respond to that individual child's interest and level of understanding.
The child does not have to sit through something for which he or she is not
ready. This individual attention also helps the teacher be much more
familiar with the child. Thus, the teacher understands the child more
fully, and better provides for that child. At the same time, it is
important for children to feel a part of a group, and to learn how to be a
contributing member of a group. Therefore, cooperative and collaborative
group work is also encouraged as appropriate.
b) Children learn through work rather than through listening and having to
remember. In many non-Montessori classrooms children are expected to learn
by listening to the teacher. Work is usually with paper and pencil. In a
Montessori classroom, on the other hand, children learn by practicing with
apparatus which embodies the concept to be mastered. For example, when
learning about shapes such as triangles, squares, circles, etc., instead of
listening to a teacher talk about the shapes and watching her draw them on
the chalk board, the children trace real figures and use them to make
designs.
c) The Montessori curriculum is much broader than many other programs. The
Montessori program teaches more than just the basics. First of all, it has
exercises to develop the child's basic capacities - his or her ability to
control movement (motor development), to use senses (perceptual
development), to think (cognitive development), to intend (volitional
development), and to gain conscious awareness and control of emotions
(affective or emotional development), to use language (language
development), to belong, have friends, and be a contributing member of a
group (social development), and have an ability to distinguish between
appropriate and inappropriate behavior (moral development). In this way,
the program helps the child become a competent learner. This develops
independence and responsibility. In addition, the curriculum also helps the
child develop a strong foundation in the language arts and math, and
engages children in an in-depth study of physical and cultural geography,
zoology, botany, physical science, earth science, astronomy, history, art,
music and dance. In addition, children further learn practical skills for
everyday life such as cooking, carpentry, and sewing. But, more than this,
they learn how to be contributing members of a social community.
d) With regard to discipline, in a Montessori program the emphasis is on
self-discipline developed through helping a child learn how to
appropriately meet needs rather than attempting to control a child through
the use of reward and punishments. The emphasis is on teaching skills, and
developing children socially, emotionally, morally, and volitionally.
e) In a Montessori classroom the organization of the room allows children
easy access to a variety of learning experiences. The room is specifically
organized to appear attractive and orderly. Materials are displayed on
shelves.
f) The materials in a Montessori classroom are carefully designed and
thoroughly researched to fit the developmental needs and characteristics of
children.
g) Montessori teachers are trained to teach respect and positive values
through their modeling as well as through the way they teach.
h) The Montessori method of helping a child is through a process of showing
a child what to do in a positive manner. Montessori teachers attempt to
avoid "put downs" or sarcastic comments, and try not to humiliate
or embarrass the child.
i) The Montessori program is systematic and carefully sequenced according
to principles of development. Every activity is carefully thought out to
build upon previous preparation and to lead the intelligence on to a higher
activity.
j) The Montessori program is designed to develop independence and
responsibility. The organization of the classroom, the method of teaching,
and the practical life lessons are oriented toward helping the child become
a self-sufficient and disciplined individual.
k) The routine of the Montessori program is based upon the principle of
freedom of choice rather than on set times for prescribed activities. Since
everything in the Montessori environment is something planned that is
worthwhile and educational, the child can be free to work by choosing what
best fits his or hers needs and interests.
l) In the Montessori programs children are viewed as positive beings whose
primary aim is the work of constructing a competent adult. Rewards and
punishments, therefore, can only get in the way. Development and learning
by themselves are adequate motivators. Likewise, children do not need to be
appealed to through fantasy, bright colors, or gimmicks, as theses things
come between the child and real learning. Therefore, joy is discovered and
experienced in the real world through the study of nature, science, math,
music, reading, history, and geography rather than in a world of comics,
cartoons, and fantasy. Imagination develops through concrete experience,
development of in-depth knowledge, and freedom to use one's mind.
7) How does a Montessori education benefit
children?
Experience and research both indicate that children attending Montessori
schools tend to be competent, self-disciplined, socially well adjusted, and
happy. Competence: Children in Montessori schools are often several years
above grade level in their basic skills. Also, since the Montessori
education is comprehensive, children are often exceptionally knowledgeable
in a number of other areas as well. Self-discipline: Montessori schools are
well known for children's development of self-discipline. Children choose to
work long and hard. They treat materials and others with respect. They
display patience, and resistance to temptation, and the ability to attend
for long periods. Social Adjustment: Montessori school children usually
strike a visitor as friendly, empathetic, and cooperative. The classroom is
a cheerful social community where children happily help each other. It is
not uncommon to see a child offer to help another child. Also, learning
social grace and courtesy are a part of the Montessori curriculum. Happiness:
Most parents of children in a Montessori school comment on how much their
children love school.
8) Who was Dr. Montessori and how did she
come to establish her educational method?
Dr. Maria Montessori, internationally renowned child educator, was originally
a medical doctor who brought the scientific methods of observation,
experimentation, and research to the study of children, their development
and education. As a doctor, Montessori came to believe that many of the
problems of the children with whom she was working were educational rather
than medical. In examining education she felt that children were not
achieving their potential because education was not based upon science. Her
first step, then, was to attempt to abandon preconceived ideas about
education and to begin to study children, their development and the process
of learning through scientific methods of observation and experimentation.
In doing so, she made what she considered to be a number of startling
discoveries. Through her research, she discovered that children possessed
different and higher qualities than those we usually attribute to them.
9) What is a Montessori Preschool like?
Children love a Montessori preschool. They like the opportunity to be with
other children of their own age, and they like having so many interesting
things to do. The room is attractive, with many carefully designed
materials and activities from which the children can choose. The children
are free to engage themselves in activities that interest them. They can
work by themselves, or with a friend, or a group of friends. They can spend
as much time as needed in any activity. They have opportunities to do
things they see their parents do at home. They can prepare food such as
grating carrots, peeling potatoes, cutting bananas, cracking nuts, or
squeezing oranges. They can do carpentry such as hammering, nailing, and
sawing. They can learn to tie shoes, work a zipper, use snaps and buttons.
They can listen to music, sing, dance, and learn to play an instrument.
They can paint, draw, work with clay, learn to sew, or make masks or
puppets. They can learn to count or make words. They can look at books
about all the wondrous things in the world around them. They can look at a
globe and look at pictures taken of different parts of the world. And, they
can run climb, play games, and have fun with their friends.
10) What is a Montessori Elementary
classroom like?
A Montessori classroom is an exciting place to be. There are many
interesting and beautiful resources with which the children can work. There
are many interesting books on a wide assortment of topics such as on
insects, plants, animals, different countries, history, etc.. However,
textbooks, workbooks, and ditto sheets are not used. Instead, children work
with many different concrete materials which help them to learn through an
active process. In using these materials the children may make their own
books, draw their own maps or time lines, and develop their own projects.
As a result, the classroom is a busy, happy place to be. Since the
classroom is well organized, with the intention of making all the materials
visible and accessible for the children, the children can find what they
want and work without having to wait for the teacher. Some children may be reading
while others are doing math. Some people may be studying about ants while
others are listening to classical music on headphones. The children are all
engaged in purposeful activity which leads and develops the intelligence.
The materials set out in the room have been carefully designed with an
educational purpose in mind. Because of this, the children are free to move
from activity to activity. They don't need to wait for assignments from the
teacher. Meanwhile, the teacher is free to help individuals or small
groups. The teacher is not tied to a routine of having to present a series
of large group lessons to the whole class. The classroom is
activity-centered rather than teacher-centered. The teacher's job is to
prepare the classroom, set out the materials, and then observe the children
and determine how to help. The teacher does not need to test the children
because it is easy to see how they children are doing by observing their
activities. In this way, the teacher can have immediate, up-to-date information
about any child without time being taken way from learning and without
threat of failure being imposed upon the child. Without the threat of
failure, and with so many intriguing things to do, discipline problems
disappear and a friendly, cooperative social community forms. Cooperation
rather than competition becomes the tone of the room and adversarial
relationships disappear, becoming friendships.
11) Is the Montessori Method being used in
public schools?
The Montessori method is now being used in many public, as well as private
schools. An increasing number of public school teachers are discovering the
Montessori method of education. Many teachers find that the Montessori
approach provides support for what they have intuitively been trying to do.
These teachers are excited about Montessori practice because it gives them
specific materials and techniques which make it easier to work with.