Montessori News

Montessori Resource Video

General Questions

Q. Where did Montessori come from? 
A. Montessori (pronounced MON-tuh-SORE-ee) education was founded in 1907 by Dr. Maria Montessori, the first woman in Italy to become a physician. She based her educational methods on scientific observation of children's learning processes. Guided by her discovery that children teach themselves, Dr. Montessori designed a "prepared environment" in which children could freely choose from a number of developmentally appropriate activities. Now, nearly a century after Maria Montessori's first casa dei bambini ("children's house") in Rome, Montessori education is found all over the world, spanning ages from birth to adolescence.

Q. What is the difference between Montessori and traditional education? 

A. Montessori emphasizes learning through all five senses, not just through listening, watching, or reading. Children in Montessori classes learn at their own, individual pace and according to their own choice of activities from hundreds of possibilities. Learning is an exciting process of discovery, leading to concentration, motivation, self-discipline, and a love of learning. Montessori classes place children in three-year age groups (3-6, 6-9, 9-12, and so on), forming communities in which the older children spontaneously share their knowledge with the younger ones. Montessori represents an entirely different approach to education.

Montessori Children

Q. Is Montessori good for children with learning disabilities? What about gifted children? 
A. Montessori is designed to help all children reach their fullest potential at their own unique pace. A classroom whose children have varying abilities is a community in which everyone learns from one another and everyone contributes. Moreover, multiage grouping allows each child to find his or her own pace without feeling "ahead" or "behind" in relation to peers.

Q. What ages does Montessori serve? 
A. There are more Montessori programs for ages 3-6 than for any other age group, but Montessori is not limited to early childhood. Many infant/toddler programs (ages 2 months to 3 years) exist, as well as elementary (ages 6-12), adolescent (ages 12-15) and even a few Montessori high schools.

Q. Are Montessori children successful later in life?
A. 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.

Some Specific Details 
of the Montessori Method

 
The schedule - The three-hour work period

Under the age of six, there are one or two 3-hour, uninterrupted, work periods each day, not broken up by required group lessons. Older children schedule meetings or study groups with each other the teacher when necessary.  Adults and children respect concentration and do not interrupt someone who is busy at a task. Groups form spontaneously or are arranged ahead by special appointment.  They almost never take precedence over self-selected work. 
Multi-age grouping

Children are grouped in mixed ages and abilities in three to six year spans: 0-3, 3-6, 6-12 (sometimes temporarily 6-9 and 9-12), 12-15, 15-18. There is constant interaction, problem solving, child to child teaching, and socialization. Children are challenged according to their ability and never bored. The Montessori middle and high school teacher ideally has taken all three training courses plus graduate work in an academic area or areas. 

Work centers

The environment is arranged according to subject area, and children are always free to move around the room instead of staying at desks. There is no limit to how long a child can work with a piece of material. At any one time in a day all subjects -- math, language, science, history, geography, art, music, etc., will be being studied, at all levels.

  
Teaching method - "Teach by teaching, not by correcting"

There are no papers turned back with red marks and corrections. Instead the child's effort and work is respected as it is. The teacher, through extensive observation and record-keeping, plans individual projects to enable each child to learn what he needs in order to improve.

Teaching Ratio - 1:1 and 1:30+

Except for infant/toddler groups (Ratio dictated by local social service regulations), the teaching ratio is one trained Montessori teacher and one non-teaching aide to 30+ children. Rather than lecturing to large or small groups of children, the teacher is trained to teach one child at a time, and to oversee thirty or more children working on a broad array of tasks. She is facile in the basic lessons of math, language, the arts and sciences, and in guiding a child's research and exploration, capitalizing on his interest in and excitement about a subject. The teacher does not make assignments or dictate what to study or read, nor does she set a limit as to how far a child follows an interest.

Basic lessons

The Montessori teacher spends a lot of time during teacher training practicing the many lessons with materials in all areas. She must pass a written and oral exam on these lessons in order to be certified. She is trained to recognize a child's readiness according to age, ability, and interest in a specific lesson, and is prepared to guide individual progress.

Areas of study

All subjects are interwoven, not taught in isolation, the teacher modeling a "Renaissance" person of broad interests for the children. A child can work on any material he understands at any time.

Class size

Except for infant/toddler groups, the most successful classes are of 30-35 children to one teacher (who is very well trained for the level she is teaching), with one non-teaching assistant. This is possible because the children stay in the same group for three to six years and much of the teaching comes from the children and the environment.

Learning styles

All kinds of intelligences and styles of learning are nurtured: musical, bodily-kinesthetic, spatial, interpersonal, intrapersonal, intuitive, and the traditional linguistic and logical-mathematical (reading, writing, and math). This particular model is backed up by Harvard psychologist Howard Gardner's theory of multiple intelligences.

Assessment

There are no grades, or other forms of reward or punishment, subtle or overt. Assessment is by portfolio and the teacher's observation and record keeping. The test of whether or not the system is working lies in the accomplishment and behavior of the children, their happiness, maturity, kindness, and love of learning and level of work.

Requirements for age 0-6

There are no academic requirements for this age, but children are exposed to amazing amounts of knowledge and often learn to read, write and calculate beyond what is usually thought interesting to a child of this age.

Requirements for ages 6-18

The teacher remains alert to the interests of each child and facilitates individual research in following interests. There are no curriculum requirements except those set by the state, or college entrance requirements, for specific grade levels. These take a minimum amount of time. From age six on, students design contracts with the teacher to guide their required work, to balance their general work, and to teach them to become responsible for their own time management and education. The work of the 6+ class includes subjects usually not introduced until high school or college.

Character education:

Education of character is considered equally with academic education, children learning to take care of themselves, their environment, each other - cooking, cleaning, building, gardening, moving gracefully, speaking politely, being considerate and helpful, doing social work in the community, etc.

Montessori Materials

Q. What materials are used? 
A. It is the philosophy and the knowledge of the teacher that is essential in the success of a Montessori class. 

One must be wary of the use of the words "Montessori materials" as many people today use the words as a selling point for materials that have no use in the Montessori classroom and can be distracting and impede a child's progress.

The "sensorial," math, and some of the language and cultural materials (metal insets, sandpaper letters, puzzle maps, bells, for example) are professionally manufactured according to traditional standards that have been tested over many years. However even some of these are made by newer companies that do not fully understand the reason for certain details and so produce materials that are not as successful. There is a "materials committee" in Holland that oversees the quality of materials use in AMI (Association Montessori Internationale) school, for example.

Montessori, for very good reasons, make many of their own practical life and language material instead of buying them—as they learn to do in their training, depending on where in the world they live. They gather practical life materials piece by piece. This is an important process that gives a unique quality to each classroom that expresses the culture, and ideas of beauty in each community—instead of all classrooms looking alike with no personal touches.

Materials in the classroom, without being used correctly by a trained teacher, are usually worthless in creating a real Montessori class, but they can help in some ways in non-Montessori situations. For example the math materials have been used to teach a concept sensorially thus helping a child to make the abstraction. Educational materials in the Montessori method serve a very different purpose than in traditional education 
where the text books are ordered and the teacher learns how to use them. This difference is because in Montessori the child learns from the environment, and it is the teacher's job to put the child in touch with the environment, not to "teach" the child. Thus the creation of the environment, and selection of materials is done mostly by the teacher and is very important.

In Montessori education having too many materials is often worse than not having enough. In this country (USA) there are many materials suppliers, unfortunately, who are not Montessori trained and do not understand the purpose of materials, and who sell items that scatter the child's energy, or waste time, clutter the environment, etc. It is very important to choose carefully when selecting materials for using the Montessori method of education in school or in the home.

Web access : July12th 2015