Montessori education recognizes that children learn in different ways, and accommodates all learning styles
Students learn at their own pace, each advancing through the curriculum as he/she is guided by the teacher and an individualized learning plan.
Beginning at an early stage, Montessori students develop order, coordination, concentration and independence. Classroom design, materials and daily routine support the individuals “self-regulation” (the ability to educate one’s self and to think about what one is learning.
Students are part of a close, caring community.
The multi-age classroom-typically spanning three years-recreates a family structure.
Older students enjoy stature as mentors and role models; Younger children feel supported and gain confidence about the challenges ahead.
Teachers role model respect, loving kindness and a belief in peaceful conflict resolution.
Montessori students enjoy freedom within limits
Working with parameters set by their teachers, students are active participants in deciding what their focus of learning will be.
Montessorians understand that internal satisfaction drives the child’s curiosity and interest, and results in joyous learning that is sustainable over a lifetime.
Students are supported in becoming active seekers of knowledge.
Teachers provide environments where students have the freedom and the tools to pursue answers to their own questions.
Self-correction and self-assessment are an integral part of the Montessori classroom approach. As they mature, students learn to look critically at their work, and learning from their errors.
Given the freedom and support to question, to probe deeply and to make connections, Montessori students become confident, enthusiastic, self-directed learners. They are able to think critically, work collaboratively and act boldly-skills that ensure success.
PUBLIC SCHOOL EDUCATION
Teacher controls classroom
Teaching is done solely by teacher; collaboration is limited
Errors in child’s work highlighted by teacher
Learning is enforced primarily by repetition, rewards and punishment
No organized program for self-care learning-left primarily up to parents
Children are in the same chronological group
Class seated at desks most of the time
Entire class studies one subject at a time regardless of interest or academic level of children
Entire class studies one subject at a time regardless of interest or academic level of children
Class schedules and frequent interruptions limit child’s concentration
Postponement of cognitive development until first grade
Traditional “see and say” method
Teacher constantly police children’s interactions
Mass teaching method
Subjects are compartmentalized
Children are rewarded and punished
MONTESSORI EDUCATION
Teacher has a guiding role
Environment and method encourage self-discipline.
Grouping encourages children to teach and collaborate
Child spots own errors from feedback of material
Child reinforces own learning by repetition of work and internal feelings of success
Multi-sensory materials enhance the learning of self-care and caring for the environment
Combined classes (two- or three-year age span) offer a more natural social setting
Students “work” at various venues; group lessons on floor with freedom of movement
Children pursue their own self-paced curriculum, individually or in small groups, in various parts of the classroom
Long blocks of time and relatively few interruptions permit invaluable concentration
Critical cognitive skills developed before kindergarten
Phonetically based, multi-sensory learning; more flexible writing and reading opportunities
