Montessori Schools

From WikEd

Maria Montessori (1870-1952)

Maria Montessori was the daughter of Alessandro, an Italian government official, and Renide Stoppani, an educated upper-class woman. She studied engineering until she lost interest and shifted her focus to medicine. Maria was a brilliant student, eventually becoming the first female doctor in Italy. Her experiences in a children's hospital and her own private practice led her to an epiphany expressed in the following quote:

"I felt that mental deficiency presented chiefly a pedagogical, rather than mainly a medical, problem" 1.

Therefore, Maria came to belive that the style and structure of education has more of an effect on a student's experience than his or her physiological makeup. In working with mentally challenged students, Maria recognized their need for exploration and discovery rather than confinement 2. Maria argued that the educator's job was not simply to dictate what every child must do, but to facilitate an environment in which the student discovers where his or her interests lie.

Since her death in 1952, Montessori education has thrived and developed. What follows is an exploration of some of the general aspects of modern Montessori schools.

Aspects of Montessori Education

Structure

Although approaches to Montessori education may differ from school to school, many general characteristics separate Montessori schools from traditional public schools. In a Montessori school, children of varying age ranges may be grouped together. The standard arrangement of "desks in rows" may not be present. The teacher will seem less as the "ruler of the classroom" and more of a guide or observer. Classroom activities will be largely student-centered, encouraging group discovery when appropriate 3. Students learn at their own pace, choose their own activities, and progress when necessary, not when the teacher demands it 4. Ideally, they learn to be an active part in making decisions about their own education.

Homework

Many Montessori schools do not assign homework, especially at younger ages. This approach supports the Montessori philosophy that "when the school day is structured differently, work is completed during school hours so that children can spend their afternoon time in activities with family and friends" 5. Homework that is assigned in a Montessori setting is generally of high interest and relates directly to the student's individual development. Montessori schools do not focus on rote fill-in-the-blank-style homework. Rather, students may work on long-term projects developed in conjunction with the teacher. After careful observation of individual students, the teacher helps to plan "projects to enable each child to learn what he needs in order to improve" 4.

Discipline

Much like other discipline tactics in traditional schools, Montessori approaches to discipline focus on mutual respect. Montessori discipline differs from traditional discipline in the theory that since students are choosing their own activities (or, likewise, choosing NOT to do an activity), they establish "ownership" with their educational experience, and are far less likely to act inappropriately. Discipline rules are "generally kept to a minimum, stated and presented in a positive manner with an emphasis on safety, respect for others / environment, and the results benefits all members of the group" 6. Discipline procedures in a Montessori school tend to reflect nurturing and sensitivity, stress personal responsibility, and are utilized to maintain an environment of freedom and comfort. Ideally, traditional school discipline measures such as detentions, suspensions, etc. are avoided as teachers deal with issues on an individual basis inside the classroom.

Evaluation

In Montessori classes where little homework is assigned, the concept of evaluation contrasts sharply with that of a traditional classroom. As stated above, teachers keep detailed records of students' interests and choices, charting their progress, development, and improvement instead of measuring students against a fixed universal standard. Though standardized tests may be administered, many Montessori schools downplay "skill-and-drill" methods of test preparation, and "teaching to the test" is frowned upon 7. Simple right and wrong answers run contrary to the philosophy of Montessori education.

Special Needs

Students with special needs can be properly integrated into a Montessori classroom. Students with autism, for example, can become highly engaged by the "multi-sensory, interactive Montessori teaching/learning approach", due to "being continuously stimulated and practically involved with the learning process" 8. However, accomodations may have to be made. Certain sensory stimuli may distract or confuse a student with autism to the point where he or she becomes overwhelmed. In addition, extra teacher guidance may be necessary when implementing rules of behavior and cooperation. Generally, accomodations for all types of students with special needs would be similar to those in a traditional classroom, allowing for maximum integration with all necessary support.

Technology

Since Montessori schools encourage students to explore their interests, experiences with technology may vary more than a traditional school which establishes specific technology standards. One student might decide to investigate methods of online research, while another with no interest in computers will not hone this skill. In this sense, technology is no different than any other possible area of exploration in a Montessori school. Of course, Montessori experiences with technology will depend of availability of resources and the philosophy of the individual school.

Diversity Considerations

Montessori education may work to the advantage of certain diversity groups, especially students who do not speak the native language of the classroom. Instead of formalized grammar instruction, these students may have an experience similar to that of immersion, in which they choose to interact with native speakers, read books, and learn the rules of a society by simply becoming involved in it. In addition, the overall Montessori philosophy eschews the judgment and prejudices attached to many traditional school structures; without the focus on ranked grades and standardized testing, students of disadvantaged groups are not separated into the typical underperforming/underachieving categories.

Criticism of Montessori Education

Those who criticise Montessori eduaction often point to its idealistic -- and not pragmatic -- nature. In fact, Maria Montessori's own writings have been referred to as "romantic rhetoric", inapplicable to real-world settings 9. Some also point to Montessori's insistence that everything a child does is "work", leading to confusion about the difference between work and play. Others fault Montessori education for creating children who are unprepared for diversity, pointing out that these schools function like private, elite academies of the rich and privileged. Indeed, Montessori schools often mirror the socio-economic makeup of private schools--much more homogenous than their surrounding communities. Montessori schools are also most effective at younger ages, whereas older students often desire more typical adolescent experiences found in public secondary schools.

Signed “life experiences”, testimonies and stories

I attended a Montessori school in Naperville, Illinois, from ages 2-5, at which point I started public school. Though I only was in Montessori school for a few years, I tend to agree with their philosophy that intellectual development is crucial at a very young age. A child's natural curiosity and creativity must be nurtured and encouraged in the early years in order to fully develop. The Montessori method stresses respect and dignity towards children. Walking into a Montessori classroom, you will see much going on at once, but it will be quieter than most classrooms. Children can choose any activity that appeals to them, and work--independently or in groups--at their own pace and for however long they want. Teachers are "directors" who observe and gently guide the child's progress when help is needed. The child learns through serendipitous discovery rather than forced group lessons. There are a great variety of activities to engage in in a Montessori classroom setting, from academic subjects like reading, writing, and math, to games, puzzles, and blocks, to simulated adult activities like cooking, cleaning, and caretaking. A child's natural and unique aptitudes and preferences will inevitably emerge, allowing her to develop in ways she couldn't through a typical overcrowded majority-rules classroom setting.
K. Schar

I have had the privilege to teach in a Montessori school and enjoyed learning this hands-on teaching method. I was able to be trained by three Directresses who earned their AMI certificates. The school was beautiful and clean. This is usually the first thing that is commented upon when people visit a Montessori environment. The next item of interest is the concentration that children give to their work apparatuses. Children are independently engaged for hours with their work. They take pride in accomplishment of task and their environment. The students have a real respect for adults, other students and their school. This is what I enjoyed most about teaching in this environment. -TYM

One of my pre-student teaching experiences was working in a Montessori school. I had never heard of it until then, and was unsure what I would find. I really enjoyed working in that environment! The students all had individual folders with assignments specific to them prepared by the teacher. The opportunity was there to work with each child one-on-one, so you could build rapport easily as well as determine what their individual needs were. The students were used to the routine, and worked well independently. After my experience there, I came to learn that Montessori schools are looked upon negatively by many educators. I know now that I should not mention my experience often, for I always find myself defending the Montessori philosophy against attack. I don't think it is the right placement for everyone, but I do like the approach.
S. Yunker

My wife is a pre-k teacher in a public school. The school is not a Montessori school, but there are many Montessori influences. A large part of the school day is what is called 'Free Choice'. This is where the students are allowed to choose what activities they want to do from a wide range of different centers stationed around the classroom. The teachers then 'float' from center to center and engage in dialog with the students as to what they are doing and what sort of observations they are making. I think that this creates a good balance with the rest of the day where the students are together in large group time. J. Linnenburger

I attended a Montessori school for pre-school and kindergarten. I loved it. I remember doing a variety of activities that I could choose. I have only positive memories from my experience. I think it is a great approach to teaching. I think it could take a lot of time, but when set up correctly can greatly enhance a students' education. I think a school where the teacher is a guide or director instead of an authoritarian is great. It's hard to find this approach to learning and unfortunately Montessori schools are almost always private which can cost a lot of money. I’m very glad my parents sent me to this type of school during such forming years. – A. Trewartha

Famous people who were Montessori educated

Larry Page and Sergey Brin, Founders of Google.com
Jeff Bezos, financial analyst, founder, Amazon.com
Gabriel Garcia Marquez, Nobel Prize winner for Literature
Katherine Graham , owner/editor of the Washington Post
Jacqueline Bouvier Kennedy Onassis, editor, former first lady
Sean 'P.Diddy' (formerly known as Puffy) Combs, rap artist
Anne Frank, famous diarist from world war II
Prince William and Prince Harry, English royal family
T. Berry Brazelton, noted pediatrician and author
Julia Child, famous chef
Elizabeth Berridge, actress
Kami Cotler, actress
Melissa and Sarah Gilbert, actors
David Blaine, street magician
George Clooney, Actor
many more can be found here: http://montessorichildcare.com.au/index2.php?option=com_content&do_pdf=1&id=19

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