FAQ

What is the Montessori Method?
The basic principle of the Montessori philosophy 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 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/her desire to learn. All these activities help the child develop an “inner discipline” which is the core concept of the Montessori philosophy.

Traditional schools use predominately a group format: All the children are taught the same educational concept at the same time. Children of one age group spend most of their time sitting and watching an adult teach and reveal knowledge.

In a Montessori class, the children have an age difference of three years. The class operates on the principle of freedom within limits. The children work directly with Montessori materials of their own, choosing individually or in small groups most of the time, rather than being dependent upon or demanded by a teacher’s directions

How does it work?
Each Montessori class operates on the principle of freedom within limits. Our program has a set of ground rules and is always based on the core Montessori beliefs, that is, respect for each other and for the environment. The Montessori material allows concrete manipulation of materials that are multi-sensory, sequential and self-correcting in nature, and 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/her response and enables him to correct himself/herself. The teacher demonstrates the lesson initially, and is available, if needed. The child is free to work at his own pace with materials 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.

How much freedom is allowed in the Montessori classroom?
At first, Montessori may look unstructured to some people, but it is actually quite structured at every level. Just because the Montessori program is highly individualized does not mean that students can do whatever they want. We use the term “Freedom within limits”. A number of ground rules 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.

What does the teacher do?
The Montessori teacher, gives individual and small 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.

What does it do for the child?
Observers of 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.

Will My Child Be Able to Adjust to Traditional Public or Private Schools After Montessori?
The Montessori children are able to cope with conditions they encounter when transferring to the public-school classroom. Most likely this is because they have developed a high degree of self-motivation and independence in the Montessori environment along with their innate ability to adapt to new situations.

By the end of age five, Montessori children are normally curious, self-confident learners who look forward to going to school. They are normally engaged, enthusiastic learners who honestly want to learn.

Montessori children by age six have spent three or four years in a school where they were treated with honesty and respect. While there were clear expectations and ground rules, within that framework, their opinions and questions were taken quite seriously.

There is nothing inherent in Montessori that causes children to have a hard time if they are transferred to traditional schools. Some will be bored. Others may not understand why everyone in the class has to do the same thing at the same time. But most adapt to their new setting fairly quickly, making new friends, and succeeding within the definition of success understood in their new school.