PRINCIPLES OF MONTESSORI EDUCATION

It is the tendency of the child actually to live by means of the things around him; he would like to use a washstand of his own, to dress himself, really to comb the hair on a living head, to sweep the floor himself; he too would like to have seats, tables, sofas, clothes-pegs and cupboards. What he desires is to work himself, to aim at some intelligent object.

-Maria Montessori

It is difficult to summarize the comprehensive and integrated approach to education that Montessori developed, and this handbook will not attempt to do so. However, there are guiding principles which underlie much of what actually happens in the classroom.

First among these is respect for the child. Montessori said it is a child’s work to develop himself/herself into an adult; the classroom is set up to give the child the opportunity to carry out this work.

Instead of a single textbook, a variety of hands on materials and resources are available to the child. The child’s individual needs and preferences are respected; the child chooses what to work on (but not whether to work). The child is responsible for her/his learning. Being given this responsibility cultivates self-discipline and independence.

A second significant aspect of Montessori philosophy is education for peace. Today we might characterize it as an approach to world peace through environmental and social awareness. It has led to a strong emphasis in the Montessori curriculum on the child’s connection to the natural world and other peoples. Geography, botany, zoology, astronomy, and other sciences and social sciences are integrated into the curriculum.

The following is a partial list of books written by Maria Montessori:

Dr. Montessori’s Own Handbook

The Child in the Family

The Absorbent Mind

The Montessori Method

Secret of Childhood

Spontaneous Activity in Education

Montessori and Your Child: A Primer for Parents, by Terry Malloy
offers practical application of Montessori philosophy in a simple, easy to read format. Included in this book are illustrations of some of the Montessori materials.

These and many more books about Montessori and the Montessori philosophy are available to be checked out from the professional section of the school library.

MONTESSORI PHILOSOPHY APPLIED AT DENALI

We must not wait upon him, but educate him to be independent.

-Maria Montessori

The Montessori classroom, materials, teacher and curriculum are all quite different from their counterparts in traditional elementary classrooms.

Classroom

The concrete example of Montessori philosophy is the classroom, which is designed to promote independence. The classroom, materials and lessons are all carefully structured to contribute to this end.

The emphasis in the classroom is on freedom within a structured environment. Students have many opportunities to select learning activities and experiences which interest them and, in doing so, to take responsibility for the direction of their education.

Cooperative learning, not competition, is emphasized in the classroom. Each class contains three grade levels, providing an opportunity for those who have mastered a skill to help others learn it. This allows greater appreciation for one’s development and promotes a sense of community in the classroom.

Individual work allows each child to work at his or her own pace, without pressure to slow down or speed up for others.Children receive lessons in small or large groups of similar ability.

Children are free to move around the classroom. They work on different levels (floor, table, desk), on different projects. Some talk quietly, some concentrate deeply on a subject of special interest.

There is often a parent in each classroom, especially the kindergarten and primary classes. New readers in kindergarten and primary classes read aloud to the parent. The parent supports the teacher and students by giving spelling tests, helping with craft projects, reading a story at the end of the day, copying handouts and lending a hand when asked. The children and the teacher appreciate and depend on the presence of an additional, caring adult.

Freedom & Responsibility

Our aim is not merely to make the child understand, and still less to force him to memorize, but so to touch his imagination as to enthuse him to his inmost core.

-Maria Montessori

Many teachers have adopted the following philosophy about the freedom given to children in the Montessori program and the responsibilities that come with that freedom

A consequence is a loss of a particular freedom when one does not exercise responsibility.

Freedom Responsibility

A. To Choose Work

1. Choose challenging work
2. Finish the work
3. Know how to use work correctly
4. Work in all subject areas regularly

B. To Talk

1. Let others concentrate
2. Keep topics appropriate
3. Control tone and volume of voice
4. Use acceptable language

C. To Move About

1. Walk without disturbing
2. Walk around work, rugs and people
3. Let others concentrate

D. To Choose Workplace

1. Be able to concentrate
2. Let others concentrate
3. Leave walkways free

D. To Leave Room

1. Follow ground rules
2. Do only that which you left to do
3. Come in from recess on time

Materials

Montessori identified four stages of development (preschool through kindergarten, ages 6-9, ages 9-12, adolescent) and certain “sensitive periods” for learning. The materials used in Montessori classrooms reflect the developmental stage of the students who work there.

The materials have been carefully designed to lead to specific learning experiences. They are progressive, meaning a material that presents a concept is followed by a material that advances the concept to a new level. The emphasis of the materials and the presentation of lessons is also on helping the child create an organized framework for knowledge. Geography begins with the world rather than with the neighborhood.

In the Montessori classroom, a child progresses from concrete materials to abstract ideas.

The attractive, organized materials reinforce the principles of the work cycle: beginning-start; middle-do; end-put away.

The materials are self correcting, so that a child can measure his/her progress without asking the teacher.

Materials are located throughout the room on low shelves. The teacher gives individual and small group lessons on their use. Materials are available for students to use at will, but they must be used in the manner learned in the lesson.

To encourage students to learn research skills, Montessori classrooms have libraries containing resource materials. Tape players beckon; the computer hums. Science experiments and natural materials (fossils, minerals, leaves) are on tables to encourage hands-on learning.

Teacher

By education must be understood the active help given to the normal expansion of the life of the child.

-Maria Montessori

Montessori called the teacher the “directress.” The teacher does not “own” the knowledge, parceling it out to students, but serves as a guide to facilitate learning.

The teacher has trained intensively to be an observer and facilitator of learning.  In addition to district and state requirements for all teachers, the Montessori teacher has a certificate for training received from either the Association Montessori International or the American Montessori Society.

Certification of Montessori teachers at the preschool/kindergarten and primary levels also requires the teacher to complete a year-long internship, with the support of visiting supervisors from either AMI or AMS. Teachers that receive training at the intermediate level are required to have primary level training. Often, they have preschool training as well.

Extensive training is important because Montessori is not just a teaching method that uses specific materials. It is a philosophy toward living and learning, as well as a methodology for teaching. Extensive training is imperative for the teacher to assimilate the intensive curriculum and to become firm in the philosophy.

The teacher’s role is that of guide, trained to help the child direct his or her own learning. Freedom to choose challenging work allows children to pursue interests that might be especially absorbing at a particular developmental stage.

The teacher observes each child for learning style, developmental stage and skill level, and uses her observations to guide the child toward appropriate work in the curriculum areas.

Having a child for three years gives the teacher the time to learn the best approaches for that child.

The teacher guides the whole class in appreciating each other, in working together, and in problem solving.

Forward to The Montessori Classroom

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