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Montessori
Natural Learning
Dr. Maria Montessori became the first female physician in Italy in 1896. Clinical observation in her medical practice led her to analyze how children learn. She saw that children possess an almost effortless ability to absorb knowledge from their surroundings, as well as a tireless interest in manipulating materials. Every piece of equipment, every exercise, every method Montessori developed was based on what she observed children do "naturally," by themselves, unassisted by adults.
The Prepared Environment
It is natural for children to wiggle, touch things, and to explore the world around them! The Montessori classroom is a child's world - a special learning environment where everything, furnishings and materials, is set for the size, pace, and interest of children. The Montessori environment encourages children to move around freely, within reasonable limits. Students generally work individually or in small groups. There are also whole-group lessons.
The Materials
The materials are designed for independent use. They contain a feedback of error, so that children can spot and correct their own mistakes with little or no adult intervention.
The materials are open-ended, so it is possible for children to learn more than one concept from each piece. Sometimes a child may encounter the same materials at different age levels, with increasingly sophisticated work possibilities suggested at each level of maturation.
Montessori materials are introduced to the child in the correct developmental sequence. Correct sequencing is crucial to make the transition from the concrete to the abstract smoothly and easily.
The Teacher
The Montessori teacher’s role differs considerably from that of the traditional teacher. Physically, her presence is not always so obvious. She is not the center of attention. She may be working on the floor with only one child while other students are working independently. The teacher's role can be divided into two parts: observer and counselor.
She is, first of all, a very keen observer of the individual interests and needs of each child, and her daily work proceeds from her observations rather than from a preset curriculum. After the child selects materials, the teacher demonstrates their correct use. The teacher monitors progress and keeps written records of each child's work with materials. Montessori teachers are trained to recognize periods of readiness.
As a counselor, she must sometimes direct a child to materials more appropriate to his or her readiness; at other times, a hesitant child must be encouraged. She makes certain that younger children are not overshadowed and that older children are challenged. To maintain a stimulating learning environment, the teacher makes regular changes in the atmosphere and order of the room.
The Child
In Montessori, students rarely learn from workbooks. In all cases, direct learning takes place through hands-on contact with real things. Concrete models bring abstract concepts to life, allowing children to learn with deeper understanding.
Active Learning
In Montessori classrooms, children not only select their own work most of the time, but they work at a task repeatedly - returning to it regularly over weeks or months - until finally it is easy for them. Then they can teach it to younger children. Children learn by doing!
Non-competitive Learning
The children relate only to their own work, and their progress is not compared with the achievements of other students. The children all advance at their own pace. Their feelings of accomplishment are their main reinforcement. Competition in education should be introduced only after the child has gained confidence in the use of basic skills. “Never let a child risk failure,” Dr. Montessori wrote, “until he or she has a reasonable chance of success.”
Links to more Montessori information: