How is a Montessori Classroom different from a traditional classroom?
While studying all the traditional subject areas such as mathematics, language, history, science, literature, etc., most of the work is individually tailored and performed independently, and lessons are given in small groups. Children use a vast array of scientifically designed, developmentally appropriate learning materials to master knowledge. Children select their choice of work area: table, floor, mat or desk. Classrooms have mixed age groups according to developmental levels: 3 to 6 year olds, 6 to 9 year olds, 9 to 12 year olds, and 12 to 15 year olds. Teachers are highly trained in the Montessori Method’s nurturing approach.
What is the Montessori philosophy?
According to Montessori “A child’s work is to create the person she will become.” In order to accomplish the task of self-construction, children need freedom to engage in purposeful movement, exploration, and discovery of the physical and social world, and a program which is geared to their natural stages of development and sensitive periods for learning. A Montessori classroom provides the kind of freedom the child needs within a structured environment, to develop a sense of order and purpose. The essence of the Montessori teacher’s job is to direct the child to those materials and activities he or she needs to learn. The teacher’s method and the organization of the environment ultimately aids the child in developing two most important characteristics: self-motivation and self-discipline.
What skills do the children learn in the classroom environment which will help prepare them for the ‘real world’?
In addition to knowledge in academic subjects, the Montessori classroom develops independent, analytic thinking and high motivation for learning, emphasizes natural consequences, and encourages creativity and open-mindedness. The children are exposed to others from many backgrounds and walks of life, and are encouraged to share themselves with each other. An appreciation for others through modeling and discussion is developed, and the children are instructed in how to reasonably resolve conflicts. Instruction in appropriate social behavior is an integral part of the curriculum. Many practical-life activities are available to the child in which he or she learns to apply abstract reasoning. Older students learn how to run businesses and earn money to support their activities such as camping trips.
What other aspects of a Montessori education at Council Oak are aimed to develop the ‘whole child’?
Council Oak children go on many field trips for which they are well-prepared with related classroom work. In order to support the child’s need to be in touch with the natural world, the field trips are often outdoors and the older children take overnight camping trips. Participation in our local community may include holiday caroling at nursing homes and the collection of a holiday meal for a needy family.
How do Montessori students do after they graduate?
Our students, like Montessori children everywhere, make a quick adjustment to traditional high schools and excel at self-organization and leadership.
Where do they go to school after Council Oak Montessori?
Our graduates have attended public and private, religious and secular high schools all around Chicagoland, and colleges and universities around the nation. See our Alumni page for more information.
Our oldest graduates are in a large variety of professions, around the country, including engineering, early childhood teaching, marketing, dance, robotics, accounting, IT, business, and psychology.
Common Misconceptions…
1. MONTESSORI IS JUST FOR PRE-SCHOOL CHILDREN
While the majority of Montessori schools in the United States are pre-schools, Montessori programs exist at age levels from birth to eighteen.
2. MONTESSORI IS JUST FOR SPECIAL LEARNERS—THE GIFTED OR THE LEARNING DISABLED.
The learning environment has been designed to ensure success for all children because it is based on deep factors of human nature. Consequently, it is highly effective with both learning-disabled and gifted learners also.
3. MONTESSORI SCHOOLS ARE RELIGIOUS.
Many private American Montessori schools do have a religious orientation because it is such a common practice in America for private schools to have religious support. But the Montessori Method itself is not religiously oriented and is quite at home in public settings where religious instruction is inappropriate.
4. MONTESSORI IS ONLY FOR THE RICH.
This misconception is due to the fact that the American Montessori movement that began in the 1950′s was primarily a private pre-school movement, supported by tuition. Now, however, Montessori education is available at approximately 200 public schools in the U.S. in addition to about 5,000 private schools. Further, Montessori private schools often make scholarships and financial aid available to needy students as part of their mission.
5. CHILDREN IN MONTESSORI CLASSROOMS ARE RELATIVELY UNSUPERVISED AND CAN ‘DO WHATEVER THEY WANT.’
Montessori is based on the principle that children should be offered a choice of purposeful activities. If the child is being destructive or is using materials in an aimless way, the teacher will intervene and gently re-direct the child either to more appropriate materials or to a more appropriate use of the material.
6. MONTESSORI IS A CULT.
Montessori is part of the educational mainstream as evidenced by growing numbers of graduate-level programs in Montessori education (such as those at Cleveland State University, St. Xavier University in Cincinnati, Loyola University of Baltimore, and New York University) and the increasing popularity of Montessori in the public schools.
7. MONTESSORI CLASSROOMS ARE TOO STRUCTURED.
Although the teacher is careful to make clear the specific purpose of each material and to present activities in a clear, step-by-step order, the child is free to choose from a vast array of activities and to discover new possibilities.
8. MONTESSORI IS AGAINST FANTASY; THEREFORE IT STIFLES CREATVITY.
The fact is that the freedom of the prepared environment encourages creative approaches to problem-solving, and art and music activities are integral parts of the Montessori classroom. And while teacher-directed fantasy is discouraged, fantasy play initiated by the child is viewed as healthy and purposeful.
Furthermore, there is growing evidence that builds innovators in many fields. Members of what is called the “creative elite, “such as Jimmy Wales of Wikipedia, Jeff Bezos of Amazon, Julia Child of The French Chef, author Anne Frank, and Google founders Segey Brin and Larry Page, were all Montessori children. The Google founders attribute their creative excellence to their Montessori experience.
9. MONTESSORI CLASSROOMS PUSH CHILDREN TOO FAR TOO FAST.
Central to the Montessori philosophy is the idea of allowing each child to develop at his or her own, individual pace. The ‘miracle’ stories of Montessori children far ahead of traditional expectations for their age level reflect not artificial acceleration but the possibilities that are achieved when children are allowed to learn at their own pace in a scientifically prepared environment.
10. MONTESSORI IS OUT OF DATE.
While appropriate changes have been made to the original Montessori curriculum (such as the introduction of computers, modifications to the Practical Life exercises, and modifications and expansions to the science curriculum to reflect new discoveries), the basic pedagogy has not changed much since Dr. Montessori’s lifetime. Further, contemporary research and evaluation have confirmed Montessori’s insights over and over again. You can read about some of this research at the following sites:
“Students Prosper With Montessori,” David Biello, Scientific American, September 29, 2006
More FAQ Pages
North American Montessori Teacher’s Association FAQ
And you can view the following videos about Montessori from the Montessori Foundation on YouTube:
What Children Really Get Out of a Montessori Education
Montessori: Planting the Seeds of Learning
Joyful Scholars: Montessori for the Elementary Years
More Montessori Information…
You can read more information about Montessori at the following websites:
A Montessori Study Guide by Marsha Familaro Enright and Doris Cox (Council Oak Founders)
Also, see more information and resources at the websites below.
Association Montessori Internationale
North American Montessori Teacher’s Association
Montessori Words
Bibliography
John Chattin-McNichols. The Montessori Controversy. Albany, N.Y.: Delmar Publishers, 1992.
John P. Chattin-McNichols, ed. Montessori Schools in America: Historical, Philosophical and Empirical Research Perspectives. Lexington, Mass.: Ginn Custom Publishing, 1981, 1983.
Elizabeth G. Hainstock. Teaching Montessori in the Home: The Preschool Years. New York: New American Library, 1968.
Elizabeth G. Hainstock. Teaching Montessori in the Home: The School Years. New York: Random House, 1971.
Rita Kramer. Maria Montessori: A Biography. New York: Capricorn Books, 1976.
Angeline Lillard, Ph.D. Montessori: The Science Behind the Genius. Oxford University Press, 2005.
Paula Lilliard. Montessori: A Modern Approach. New York: Schocken Books, 1972.
Maria Montessori. The Montessori Method, rev. ed. New York: Schocken Books, 1964.
Maria Montessori. Dr. Montessori’s Own Handbook. Edited by E.C. Orem. New York: Schocken, 1965.
Maria Montessori. The Absorbent Mind. New York: Dell Publishing Co., 1967.
Maria Montessori. The Child in the Family. New York: Avon Books, 1956.
Maria Montessori. The Discovery of the Child. New York: Ballantine Books, 1972.
Maria Montessori. The Secret of Childhood. Bombay: Orient Longmans Ltd., 1936.
Maria Montessori. The Montessori Elementary Material. New York: Schocken Books, 1973.
Maria Montessori. From Childhood to Adolescence. New York: Schocken Books, 1973.
Jean Piaget. Language and Thought of The Child. New York: New American Library, 1955.
E.M. Standing. Maria Montessori: Her Life and Work. New York: Mentor Books, 1962.