Montessori FAQ

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 seventy 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. Is it true that Maria Montessori discouraged play? On the contrary, Maria Montessori believed that play is the “work” of the child. You will hear Montessori teachers refer to activities in the classroom as “work,” but we use the term out of respect for the child, who is engaged in the important task of self-creation. Through play children try on new roles: they imagine what might be instead of what is; they develop creativity as they combine old elements in new ways, and they learn problem-solving skills as they work through difficulties. They also begin to consider the needs and perspectives of others. What you will not find in our classrooms are conventional toys, because preschoolers with elaborate props actually make fewer imaginative responses. We believe that making a train out of cylinder blocks offers more opportunity for true play than having a toy train on the shelf!

Maria Montessori said, “It is true that we cannot make a genius. We can only give to each child the chance to fulfill his potential possibilities.” Our ultimate goal is to help each child flourish as his or her unique personality emerges. There is growing evidence, however, that a Montessori education leads to greater social and academic success in later years.

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.

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.

A Montessori program is different from other educational programs in a number of ways. a) Teaches to individuals instead of 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 that he or she is not ready for. 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. b) Children learn through practicing tasks 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 in the chalk board the children trace real figures and make designs. They fit different shapes together to make patterns. They make fine discriminations by fitting shapes into the correct corresponding holes. 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 emotional 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 language and math, and an in-depth study of physical and cultural geography, zoology, botany, physical science, history and art. 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 discipline through the use of rewards and punishments. 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 as through a process of showing a child what to do in a positive manner. Montessori teaches 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 o 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 choose. l) In Montessori programs children are viewed a positive beings whose primary aim is the work of constructing an 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 these 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.

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.

Children from a Montessori program are often several years ahead of grade level. They like school and are usually interested in everything. Typically, they are friendly, generous, cooperative, and respectful of both property and others.

Children from a Montessori program usually fit in well wherever they go after attending a Montessori program. They are respectful, cooperative, self-disciplined, and independent learners; they are well prepared to get along successfully in any program. Competence is a firm foundation for success.

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. Here are some advantages of sending your child to a Montessori School: Firstly, children are not supposed to conform to pre-set goals or standards that are followed in traditional schools. They are given freedom to choose their subjects of interest and learn at their own pace- without being criticized. The Montessori Method takes into account the individuality, talents, skills and potential of each child. The second advantage of Montessori schools is that children are made to sit in a mixed age group. Therefore, children learn to share, help and learn from each other. The older children generally help the younger ones- whenever help is required! The daily worksheets and textbooks are left in school and the child is never punished for not completing the work on time. Children are allowed to learn during periods of intense concentration- which are self chosen and spontaneous. During these periods, they are not even disturbed by the teacher. Montessori schools inculcate the quality of independence in the child since an early age. Children take part in various activities like- keeping the articles or “didactic equipments” back at their place after using them, preparing and serving during the break etc. They also learn other practical tasks such as tying shoe laces, making chapathi, cutting vegetables etc. The role of the teacher at the Montessori schools is only limited to observing the child and providing he/she objects for learning as well as interaction with the environment. The teachers then provide further avenues or objects to the children to learn and progress according to their individual ability. Children learn from their own mistakes rather than waiting for the teacher to tell them the right answer.