What is the Montessori Method?
The basic principle of the Montessori philosophy of education is that all children carry within themselves the person they will become. In order to develop the physical, intellectual, and spiritual potential to the fullest, the child must have freedom – a freedom achieved through order and self-discipline. The primary goal of a Montessori program is to help each child reach the fullest potential in all areas of life and to create a secure, loving and joyful environment in which the child can learn, grow, and become independent. It strives to educate each child to acquire self-esteem and a positive attitude towards learning. The program includes individualized teaching, self-corrective materials, as well as a stimulating and non-pressured environment. The lessons are individual and brief. Another characteristic of the lesson is its simplicity. The third quality is objectivity. Dr Montessori developed what she called a 'prepared environment' that is controlled by the teacher, while children make decisions controlled within the Environment. The teacher is often called the directress or guide, who prepares this environment, directs the activities, functions as the authority, and offers stimulation to the child; but it is the child who learns and is motivated through the work and his desire to learn. All these activities help the child develop an 'inner discipline' which is the core concept of the Montessori philosophy.
How can a 'Real' Montessori classroom be identified?
Since the term 'Montessori' is in the public domain, many non-Montessori schools use it to capitalize on public interest in Montessori. But an authentic Montessori classroom must have the following basic characteristics at all levels: (a) A classroom atmosphere which encourages social interaction for cooperative learning, peer teaching and emotional development. (b) Teachers educated in the Montessori philosophy and methodology for the age level they are teaching. (c) Multi-aged students, and a diverse set of Montessori materials, activities and experiences which are designed to foster physical, intellectual, creative and social independence. It is very important to check the credentials of the teachers and the school before enrolling your child.
What is the difference between Montessori and traditional education?
In Montessori schools the child is seen as a dynamic learner, full of creative potential and in need of the maximum possible freedom to be allowed to develop as a happy, confident individual. Montessori schools therefore place emphasis on the importance of process. In more traditional schools children are seen to be in need of more instruction and control from adults – there is less trust in the child’s own inner abilities and more emphasis on ensuring very defined results. So Montessori schools are learner centred, whereas traditional schools tend to be more teacher centred.
At the under age six level, 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. Small group lesson where they are required to sit and listen to a teacher talk to them as a group do occur but mostly they are engaged in individual or group activities of their own, with materials that have been introduced to them 1:1 by the teacher who knows what each child is ready to do. Learning is an exciting process of discovery, leading to concentration, motivation, self-discipline, and a love of learning.
Above age 6 children learn to do independent research, arrange field trips to gather information, interview specialists, create group presentation, dramas, art exhibits, musical productions, science projects, and so forth. There is no limit to what they create in this kind of intelligently and individually guided freedom. Small group lessons and individually guided learning are part of the daily routine. There is great respect for the choices of the children, but they easily keep up with or surpass that they would be doing in a more traditional setting. There is no wasted time and children enjoy their work and study. The children ask each other for lessons and much of the learning comes from sharing and inspiring each other instead of competing with each other.
Montessori classes place children in three-year-or-more age groups (3-6, 2.5-6, 6-12, and so on), forming communities in which the older children spontaneously share their knowledge with the younger ones creating a “community” of learning within the classroom.
How do Montessori schools view imaginative play?
Maria Montessori saw that there was a difference between truly creative imagination (based on reality) and fantasy (based on non-real events). When she watched children play she realised that they really wanted to be able to do real things in a real world, rather than just pretend. So Montessori schools really value imaginative play but will always try to help children work with real objects and situations.
Does the Montessori method restrict the child's creativity?
No. In fact, the very foundation of the Montessori approach is based on the recognition of the child's creativity and his need for an environment that encourages rather than limits this creativity. Music, art, storytelling, movement and drama are part of every American Montessori program. But there are also other things specific to the Montessori environment that encourages creative development and the opportunity for both verbal and non-verbal modes of learning.
How does the classroom work?
Each Montessori class operates on the principle of freedom within limits. Every program has its set of ground rules that differs from age to age, but is always based on the core Montessori beliefs, that is, respect for each other and for the environment. The Montessori classroom materials allow concrete manipulation of materials that are multi-sensory, sequential and self-correcting in nature, and hence facilitate the learning of skills as well as abstract ideas. The Montessori materials also have a built in 'control of error' which provides the learner with information as to the accuracy of his response and enables him to correct himself. The teacher demonstrates the lesson initially, and is available, if needed. The child is free to work at his own pace with material that he has chosen, either alone or with others. The teacher's role is to act as a facilitator to encourage active, self-directed learning.
Is Montessori good for children with learning disabilities? What about gifted children?
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, multi-age grouping allows each child to find his or her own pace without feeling "ahead" or "behind" in relation to peers.
Are Montessori children successful later in life?
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. In fact, Larry Page and Sergey Brin (founders of Google) attributed their success to their Montessori education which “allowed them to think for themselves and gave them freedom to pursue their own interests.”
How is discipline dealt with in a Montessori School?
Montessori schools believe that discipline is something that should come from inside rather than something that is always imposed by others. They do not rely on rewards and punishments. By being allowed to be free in the environment, and learning to love and care for other people, the child develops confidence and control over his own behaviour. So Montessori teachers only step in when a child’s behaviour is upsetting or disruptive to others. And then the child will be handled with deep respect and sensitivity. The belief is that the children are by nature loving and caring, and the emphasis is on helping them develop the vital social and emotional skills needed for participating in true community.
How much freedom is allowed in the Montessori classroom?
'Freedom within limits' and with freedom comes responsibility. There are a number of ground rules in the class which help preserve the order of the classroom as the students move about. For example, the child is free to move
around the classroom at will, to talk to other children, to work with any material he understands. He is allowed to choose where he would like to work and for how long, or to ask the teacher to introduce new material to him.
However, a child is not allowed to interfere with other children at work or to mistreat the material that is so important to the child's development. Provided the child uses his freedom responsibly and within the limits that have been agreed, the freedom remains with the child. If the freedom is abused, the teacher will remove it by directing the child to sit in a specific place or do a specific work activity.
How will my child fit in with a more traditional system after leaving a Montessori school?
Montessori children tend to be very socially comfortable. Because they have been encouraged to problem solve and think independently they are happy, confident and resourceful. So they normally settle in very quickly and easily into new schools. As Maria Montessori said "
Is it oriented to a particular religion?
No. A true Montessori school offers a religiously neutral environment, that is, it is not associated with any particular religious persuasion. However, it is important to stress that it does not have any conflict with any religion, either. In fact, schools have been sponsored by groups representing non-sectarian interests as well as by the Catholic, Jewish, Protestant, Hindu and other faiths.
Is the Montessori method suitable only for young children and/or certain categories of children?
No. Although Dr. Maria Montessori did much of her work with 3 to 6 year old children, the Montessori approach to education has been used successfully with children from age two-and-a-half to eighteen from all socio-economic levels. It has benefited children who are normal, gifted, learning-disabled, mentally challenged, emotionally disturbed, and physically handicapped. Addressing the education of the whole child, this approach allows children to actively participate in their own development. It is also appropriate for classes in which the student-teacher ratio is high because children learn at an early age to work independently. Today, most child psychologists agree that a holistic educational environment best serves children during their most formative years.
What does it do for the child?
Observers of the Montessori children have described them as having developed self-discipline, self-knowledge, and independence, as well as enthusiasm for learning, an organized approach to problem-solving, and academic skills. These children tend to be well-rounded individuals who understand their importance within their community and relate in positive ways to their natural surroundings.
What does the teacher do?
The Montessori teacher or directress as she is often called, gives individual and group lessons, providing guidance where needed. The teacher spends much of her time observing each child, preparing the environment according to their needs and protecting their self-development. The method of teaching is indirect in that it neither imposes upon the child as in direct teaching, nor abandons the child as in non-directive, permissive approaches. Rather, the teacher is constantly alert to the direction in which the child has indicated he wishes to go, and actively works to help the child achieve his goals. Through observation, formative and continuous assessment, the teacher ensures that the skills identified in the National Curriculum Statement are achieved.
Why is the classroom called an environment?
Everything in a Montessori classroom is geared to the child, creating a child-sized world. The furniture in the classroom is properly sized for the child. The materials are proportionate, fitting easily to the child's hand. They are also proportionate to his abilities, not overly simple, challenging but never presenting an impossible goal. The teacher carefully prepares this environment to give the child a safe place in which to explore, experiment, and learn. The tailored environment allows the child to proceed at his/her own pace from simple activities to more complex ones. The child's natural curiosity is satisfied as he/she continues to experience the joy of discovering the world around him/her.
Are people allowed to run Montessori schools without qualifications? How do I know if my child’s teacher is properly qualified?
Ask for proof of registration with the South African Council of Educators (SACE). In South Africa, it is a requirement for everyone in the teaching profession to be registered. It is however not a guarantee that the person is trained and qualified in Montessori education.
Parents should simply ask about staff qualifications, if they are not displayed in the classroom/school. It is important to remember that, until recently, the quality of any training in South Africa was not monitored or accredited. Now, all training organizations, including Montessori teacher training centres, are required to be registered with the ETDP-SETA to ensure quality and uniformity among training providers.
There is more to be an effective Montessori teacher than simply a piece of paper – ask questions, be comfortable with the staff, observe their interactions with the children and feel confident in the people who will serve your child each day.
Why are some schools members of an association and others not?
There is no compulsory Montessori association or organization anywhere in the world. Membership to any one of the many Montessori organizations globally is entirely voluntary thus ensuring our right to freedom of association. The South African Montessori Association (SAMA) (of which Carnegie House is a Member) was formed with the aim of unifying Montessori practitioners in the Southern African region and further promoting authentic Montessori education. Schools who have joined SAMA have agreed to abide by our Professional Code of Ethics and all heads of member schools are individual members of SAMA, promoting and supporting our Constitution, Aims and Objectives
Why do some Montessori schools do things like homework and other don’t – who governs the policies of Montessori schools?
SAMA is in the process of developing a Montessori Best Practice Handbook, in collaboration with several international organizations, so that clear guidelines can be offered to schools with specific emphasis on Montessori education.
SAMA acknowledges that schools differ in the extent to which they interpret and abide by Montessori philosophy and practice. There are some issues on which Dr Montessori wrote very clearly about and most of these are covered in the question dealing with 'What are the basic things parents should look for in an authentic Montessori School?' There are other issues that are not as clearly defined in her writings, and are entrusted to each individual school to interpret, based on their specific requirements and their understanding of Montessori education.
Policies governing individual schools are not the responsibility of SAMA to enforce or interfere with. Schools need to meet the legal requirements of the Department of Education etc.
SAMA is a member of NAISA (National Alliance of Independent School Associations) which liaises with government regarding issues of policy and all matters pertaining to independent schools.
FURTHER SPECIFIC DETAILS OF THE MONTESSORI METHOD AS PRACTICED IN MONTESSORI SCHOOLS:
Protection of the "best" in each child through respect of choice and concentration
The most important discovery that Dr. Montessori has contributed to the field of child development and education is the fostering of the best in each child. She discovered that in an environment where children are allowed to choose their work and to concentrate for as long as needed on that task, that they come out of this period of concentration (or meditation or contemplation) refreshed and full of good will toward others. The teacher must know how to offer work, to link the child to the environment - who is the real teacher - and to protect this process. We know now that this natural goodness and compassion are inborn, and do not need to be taught, but to be protected.
The schedule - The three-hour work period
Under the age of six, there is one 3-hour, uninterrupted, work periods each day, not broken up by required group lessons. Children over 6 and in Primary school, still have this protected 3-hour work period in addition to scheduling meetings or study groups with each other or 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 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.
Work/Subject areas of the classroom
The environment is arranged according to subject area, Maths, Language, Culture (including History, Biology, Science, Astronomy, Geography) Life Skills and Health as well as Practical Life and Art, 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 and meet all skills as defined in the National Curriculum Statement.
Subject integration
All subjects are interwoven, not taught in isolation, the teacher modelling a "Renaissance" person of broad interests for the children. A child can work on any material he understands at any time and through, for example a History activity will integrate Life Skills, Geometry, Art and Geography.
Learning styles
All kinds of intelligence 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
Although there are no formal "grades”, the children progress through the years as though they were progressing through the grades and are assessed against the skills provided in the National Curriculum Statement. The terminology used in a Primary Montessori class is “years or cycles” and a child progresses at their own pace – eg: a child may have strong language abilities and be working with Grade 3 level work although the child is only Grade 2 in age. There are also no rewards or punishments, subtle or overt and children become intrinsically motivated in order to complete their work for the internal satisfaction and not the gold star or red ticks. Assessment is by portfolio and the teacher's observation and record keeping and is thus diagnostic, formative and continuous. The test of whether or not the system is working lies in the accomplishment and behaviour of the children, their happiness, maturity, kindness, and love of learning and level of work.
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. The focus in on the education of the “Whole Child” and fusion of the 3Rs (Reading, wRiting and aRithmetic) and the 4 C’s ( of education – Critical-thinking and problem-solving, Communication, Collaboration and Creativity and innovation).
References and further reading:
How to raise an Amazing Child the Montessori Way: Tim Seldin
Montessori Madness! A parent to parent argument for Montessori education: Trevor Eissler
Montessori Today: A comprehensive approach to education from birth to adulthood: Paula Polk-Lillard
All books by Maria Montessori
http://www.michaelolaf.net/
http://www.p21.org
http://samontessori.org.za
http://www.en.wikipedia.org/wiki/Montessori_education
http://www.montessori.edu/info.htm
The basic principle of the Montessori philosophy of education is that all children carry within themselves the person they will become. In order to develop the physical, intellectual, and spiritual potential to the fullest, the child must have freedom – a freedom achieved through order and self-discipline. The primary goal of a Montessori program is to help each child reach the fullest potential in all areas of life and to create a secure, loving and joyful environment in which the child can learn, grow, and become independent. It strives to educate each child to acquire self-esteem and a positive attitude towards learning. The program includes individualized teaching, self-corrective materials, as well as a stimulating and non-pressured environment. The lessons are individual and brief. Another characteristic of the lesson is its simplicity. The third quality is objectivity. Dr Montessori developed what she called a 'prepared environment' that is controlled by the teacher, while children make decisions controlled within the Environment. The teacher is often called the directress or guide, who prepares this environment, directs the activities, functions as the authority, and offers stimulation to the child; but it is the child who learns and is motivated through the work and his desire to learn. All these activities help the child develop an 'inner discipline' which is the core concept of the Montessori philosophy.
How can a 'Real' Montessori classroom be identified?
Since the term 'Montessori' is in the public domain, many non-Montessori schools use it to capitalize on public interest in Montessori. But an authentic Montessori classroom must have the following basic characteristics at all levels: (a) A classroom atmosphere which encourages social interaction for cooperative learning, peer teaching and emotional development. (b) Teachers educated in the Montessori philosophy and methodology for the age level they are teaching. (c) Multi-aged students, and a diverse set of Montessori materials, activities and experiences which are designed to foster physical, intellectual, creative and social independence. It is very important to check the credentials of the teachers and the school before enrolling your child.
What is the difference between Montessori and traditional education?
In Montessori schools the child is seen as a dynamic learner, full of creative potential and in need of the maximum possible freedom to be allowed to develop as a happy, confident individual. Montessori schools therefore place emphasis on the importance of process. In more traditional schools children are seen to be in need of more instruction and control from adults – there is less trust in the child’s own inner abilities and more emphasis on ensuring very defined results. So Montessori schools are learner centred, whereas traditional schools tend to be more teacher centred.
At the under age six level, 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. Small group lesson where they are required to sit and listen to a teacher talk to them as a group do occur but mostly they are engaged in individual or group activities of their own, with materials that have been introduced to them 1:1 by the teacher who knows what each child is ready to do. Learning is an exciting process of discovery, leading to concentration, motivation, self-discipline, and a love of learning.
Above age 6 children learn to do independent research, arrange field trips to gather information, interview specialists, create group presentation, dramas, art exhibits, musical productions, science projects, and so forth. There is no limit to what they create in this kind of intelligently and individually guided freedom. Small group lessons and individually guided learning are part of the daily routine. There is great respect for the choices of the children, but they easily keep up with or surpass that they would be doing in a more traditional setting. There is no wasted time and children enjoy their work and study. The children ask each other for lessons and much of the learning comes from sharing and inspiring each other instead of competing with each other.
Montessori classes place children in three-year-or-more age groups (3-6, 2.5-6, 6-12, and so on), forming communities in which the older children spontaneously share their knowledge with the younger ones creating a “community” of learning within the classroom.
How do Montessori schools view imaginative play?
Maria Montessori saw that there was a difference between truly creative imagination (based on reality) and fantasy (based on non-real events). When she watched children play she realised that they really wanted to be able to do real things in a real world, rather than just pretend. So Montessori schools really value imaginative play but will always try to help children work with real objects and situations.
Does the Montessori method restrict the child's creativity?
No. In fact, the very foundation of the Montessori approach is based on the recognition of the child's creativity and his need for an environment that encourages rather than limits this creativity. Music, art, storytelling, movement and drama are part of every American Montessori program. But there are also other things specific to the Montessori environment that encourages creative development and the opportunity for both verbal and non-verbal modes of learning.
How does the classroom work?
Each Montessori class operates on the principle of freedom within limits. Every program has its set of ground rules that differs from age to age, but is always based on the core Montessori beliefs, that is, respect for each other and for the environment. The Montessori classroom materials allow concrete manipulation of materials that are multi-sensory, sequential and self-correcting in nature, and hence facilitate the learning of skills as well as abstract ideas. The Montessori materials also have a built in 'control of error' which provides the learner with information as to the accuracy of his response and enables him to correct himself. The teacher demonstrates the lesson initially, and is available, if needed. The child is free to work at his own pace with material that he has chosen, either alone or with others. The teacher's role is to act as a facilitator to encourage active, self-directed learning.
Is Montessori good for children with learning disabilities? What about gifted children?
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, multi-age grouping allows each child to find his or her own pace without feeling "ahead" or "behind" in relation to peers.
Are Montessori children successful later in life?
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. In fact, Larry Page and Sergey Brin (founders of Google) attributed their success to their Montessori education which “allowed them to think for themselves and gave them freedom to pursue their own interests.”
How is discipline dealt with in a Montessori School?
Montessori schools believe that discipline is something that should come from inside rather than something that is always imposed by others. They do not rely on rewards and punishments. By being allowed to be free in the environment, and learning to love and care for other people, the child develops confidence and control over his own behaviour. So Montessori teachers only step in when a child’s behaviour is upsetting or disruptive to others. And then the child will be handled with deep respect and sensitivity. The belief is that the children are by nature loving and caring, and the emphasis is on helping them develop the vital social and emotional skills needed for participating in true community.
How much freedom is allowed in the Montessori classroom?
'Freedom within limits' and with freedom comes responsibility. There are a number of ground rules in the class which help preserve the order of the classroom as the students move about. For example, the child is free to move
around the classroom at will, to talk to other children, to work with any material he understands. He is allowed to choose where he would like to work and for how long, or to ask the teacher to introduce new material to him.
However, a child is not allowed to interfere with other children at work or to mistreat the material that is so important to the child's development. Provided the child uses his freedom responsibly and within the limits that have been agreed, the freedom remains with the child. If the freedom is abused, the teacher will remove it by directing the child to sit in a specific place or do a specific work activity.
How will my child fit in with a more traditional system after leaving a Montessori school?
Montessori children tend to be very socially comfortable. Because they have been encouraged to problem solve and think independently they are happy, confident and resourceful. So they normally settle in very quickly and easily into new schools. As Maria Montessori said "
Is it oriented to a particular religion?
No. A true Montessori school offers a religiously neutral environment, that is, it is not associated with any particular religious persuasion. However, it is important to stress that it does not have any conflict with any religion, either. In fact, schools have been sponsored by groups representing non-sectarian interests as well as by the Catholic, Jewish, Protestant, Hindu and other faiths.
Is the Montessori method suitable only for young children and/or certain categories of children?
No. Although Dr. Maria Montessori did much of her work with 3 to 6 year old children, the Montessori approach to education has been used successfully with children from age two-and-a-half to eighteen from all socio-economic levels. It has benefited children who are normal, gifted, learning-disabled, mentally challenged, emotionally disturbed, and physically handicapped. Addressing the education of the whole child, this approach allows children to actively participate in their own development. It is also appropriate for classes in which the student-teacher ratio is high because children learn at an early age to work independently. Today, most child psychologists agree that a holistic educational environment best serves children during their most formative years.
What does it do for the child?
Observers of the Montessori children have described them as having developed self-discipline, self-knowledge, and independence, as well as enthusiasm for learning, an organized approach to problem-solving, and academic skills. These children tend to be well-rounded individuals who understand their importance within their community and relate in positive ways to their natural surroundings.
What does the teacher do?
The Montessori teacher or directress as she is often called, gives individual and group lessons, providing guidance where needed. The teacher spends much of her time observing each child, preparing the environment according to their needs and protecting their self-development. The method of teaching is indirect in that it neither imposes upon the child as in direct teaching, nor abandons the child as in non-directive, permissive approaches. Rather, the teacher is constantly alert to the direction in which the child has indicated he wishes to go, and actively works to help the child achieve his goals. Through observation, formative and continuous assessment, the teacher ensures that the skills identified in the National Curriculum Statement are achieved.
Why is the classroom called an environment?
Everything in a Montessori classroom is geared to the child, creating a child-sized world. The furniture in the classroom is properly sized for the child. The materials are proportionate, fitting easily to the child's hand. They are also proportionate to his abilities, not overly simple, challenging but never presenting an impossible goal. The teacher carefully prepares this environment to give the child a safe place in which to explore, experiment, and learn. The tailored environment allows the child to proceed at his/her own pace from simple activities to more complex ones. The child's natural curiosity is satisfied as he/she continues to experience the joy of discovering the world around him/her.
Are people allowed to run Montessori schools without qualifications? How do I know if my child’s teacher is properly qualified?
Ask for proof of registration with the South African Council of Educators (SACE). In South Africa, it is a requirement for everyone in the teaching profession to be registered. It is however not a guarantee that the person is trained and qualified in Montessori education.
Parents should simply ask about staff qualifications, if they are not displayed in the classroom/school. It is important to remember that, until recently, the quality of any training in South Africa was not monitored or accredited. Now, all training organizations, including Montessori teacher training centres, are required to be registered with the ETDP-SETA to ensure quality and uniformity among training providers.
There is more to be an effective Montessori teacher than simply a piece of paper – ask questions, be comfortable with the staff, observe their interactions with the children and feel confident in the people who will serve your child each day.
Why are some schools members of an association and others not?
There is no compulsory Montessori association or organization anywhere in the world. Membership to any one of the many Montessori organizations globally is entirely voluntary thus ensuring our right to freedom of association. The South African Montessori Association (SAMA) (of which Carnegie House is a Member) was formed with the aim of unifying Montessori practitioners in the Southern African region and further promoting authentic Montessori education. Schools who have joined SAMA have agreed to abide by our Professional Code of Ethics and all heads of member schools are individual members of SAMA, promoting and supporting our Constitution, Aims and Objectives
Why do some Montessori schools do things like homework and other don’t – who governs the policies of Montessori schools?
SAMA is in the process of developing a Montessori Best Practice Handbook, in collaboration with several international organizations, so that clear guidelines can be offered to schools with specific emphasis on Montessori education.
SAMA acknowledges that schools differ in the extent to which they interpret and abide by Montessori philosophy and practice. There are some issues on which Dr Montessori wrote very clearly about and most of these are covered in the question dealing with 'What are the basic things parents should look for in an authentic Montessori School?' There are other issues that are not as clearly defined in her writings, and are entrusted to each individual school to interpret, based on their specific requirements and their understanding of Montessori education.
Policies governing individual schools are not the responsibility of SAMA to enforce or interfere with. Schools need to meet the legal requirements of the Department of Education etc.
SAMA is a member of NAISA (National Alliance of Independent School Associations) which liaises with government regarding issues of policy and all matters pertaining to independent schools.
FURTHER SPECIFIC DETAILS OF THE MONTESSORI METHOD AS PRACTICED IN MONTESSORI SCHOOLS:
Protection of the "best" in each child through respect of choice and concentration
The most important discovery that Dr. Montessori has contributed to the field of child development and education is the fostering of the best in each child. She discovered that in an environment where children are allowed to choose their work and to concentrate for as long as needed on that task, that they come out of this period of concentration (or meditation or contemplation) refreshed and full of good will toward others. The teacher must know how to offer work, to link the child to the environment - who is the real teacher - and to protect this process. We know now that this natural goodness and compassion are inborn, and do not need to be taught, but to be protected.
The schedule - The three-hour work period
Under the age of six, there is one 3-hour, uninterrupted, work periods each day, not broken up by required group lessons. Children over 6 and in Primary school, still have this protected 3-hour work period in addition to scheduling meetings or study groups with each other or 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 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.
Work/Subject areas of the classroom
The environment is arranged according to subject area, Maths, Language, Culture (including History, Biology, Science, Astronomy, Geography) Life Skills and Health as well as Practical Life and Art, 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 and meet all skills as defined in the National Curriculum Statement.
Subject integration
All subjects are interwoven, not taught in isolation, the teacher modelling a "Renaissance" person of broad interests for the children. A child can work on any material he understands at any time and through, for example a History activity will integrate Life Skills, Geometry, Art and Geography.
Learning styles
All kinds of intelligence 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
Although there are no formal "grades”, the children progress through the years as though they were progressing through the grades and are assessed against the skills provided in the National Curriculum Statement. The terminology used in a Primary Montessori class is “years or cycles” and a child progresses at their own pace – eg: a child may have strong language abilities and be working with Grade 3 level work although the child is only Grade 2 in age. There are also no rewards or punishments, subtle or overt and children become intrinsically motivated in order to complete their work for the internal satisfaction and not the gold star or red ticks. Assessment is by portfolio and the teacher's observation and record keeping and is thus diagnostic, formative and continuous. The test of whether or not the system is working lies in the accomplishment and behaviour of the children, their happiness, maturity, kindness, and love of learning and level of work.
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. The focus in on the education of the “Whole Child” and fusion of the 3Rs (Reading, wRiting and aRithmetic) and the 4 C’s ( of education – Critical-thinking and problem-solving, Communication, Collaboration and Creativity and innovation).
References and further reading:
How to raise an Amazing Child the Montessori Way: Tim Seldin
Montessori Madness! A parent to parent argument for Montessori education: Trevor Eissler
Montessori Today: A comprehensive approach to education from birth to adulthood: Paula Polk-Lillard
All books by Maria Montessori
http://www.michaelolaf.net/
http://www.p21.org
http://samontessori.org.za
http://www.en.wikipedia.org/wiki/Montessori_education
http://www.montessori.edu/info.htm