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Frequently asked questions about Montessori:
1) What is Montessori?
Montessori is an approach to the education of
children. It is a way of looking at, and understanding,
children. It is a view of how children develop and learn which has been
translated into a systematic method of education based upon careful scientific
study. The Montessori educational system is unique in that it has successfully
undergone continued development for over ninety years and has been used
effectively with mentally retarded, physically handicapped, normal, and gifted
children in different countries around the world. Perhaps the most significant
reason for its success is that it is a comprehensive method of education
resulting from an integration of research on development, learning,
curriculum, and teaching.
2) What is the idea behind the Montessori
approach to the education of children?
In the Montessori view of education, the
purpose of education is to serve as an aid to life. Therefore, Montessori is
an approach to education based upon the principle that schooling should work
with the nature of the child instead of against it. Therefore, education
should be based upon scientific study of the child and a resulting
understanding of the processes of development and learning.
3) What is the Montessori understanding of the
nature of the child?
Dr. Montessori felt that her greatest discovery
was that children's play actually consisted of the important work of
development. In fact, children have a natural drive to work in order to
develop. The child's great task is to create an adult. As a result, children
are not content unless they have an opportunity to develop and learn.
4) How does Montessori's understanding of the
child influence her view of education?
Since Montessori schools are based upon the
principle that "...the child, not the teacher, is the construction of man, and
so of society..." it is felt that the, "human teacher can only help the great
work that is being done..." "Education is not what the teacher gives;
education is a natural process spontaneously carried out by the human
individual, and is acquired not by listening to words, but by experiences upon
the environment." Therefore, the teacher's job is to provide the materials and
environment which will aid development and to be ready to respond when help is
needed.
5) What is Dr. Montessori's view of education?
Dr. Montessori felt that education should no
longer consist only of imparting knowledge, but must instead take a new path
seeking the release of human potentialities. However, it must not be forgotten
that, "if education is to be an aid to civilization, it cannot be carried out
by emptying the schools of knowledge, of character, of discipline, of social
harmony, and above all, of freedom."
6) How is a Montessori program different from
other programs?
A Montessori program is different from other
educational programs in a number of ways.
a) Teaches to individuals as well as to groups. In many other classrooms,
lessons are presented to the whole class and sometimes to small groups. In
Montessori schools the general rule is reversed. Most of the time the teacher
presents lessons to individuals. Other children can watch if they are
interested. In this way, the teacher can address the specific needs of a child
and can respond to that individual child's interest and level of
understanding. The child does not have to sit through something for which he
or she is not ready. This individual attention also helps the teacher be much
more familiar with the child. Thus, the teacher understands the child more
fully, and better provides for that child. At the same time, it is important
for children to feel a part of a group, and to learn how to be a contributing
member of a group. Therefore, cooperative and collaborative group work is also
encouraged as appropriate.
b) Children learn through work rather than through listening and having to
remember. In many non-Montessori classrooms children are expected to learn by
listening to the teacher. Work is usually with paper and pencil. In a
Montessori classroom, on the other hand, children learn by practicing with
apparatus which embodies the concept to be mastered. For example, when
learning about shapes such as triangles, squares, circles, etc., instead of
listening to a teacher talk about the shapes and watching her draw them on the
chalk board, the children trace real figures and use them to make designs.
c) The Montessori curriculum is much broader than many other programs. The
Montessori program teaches more than just the basics. First of all, it has
exercises to develop the child's basic capacities - his or her ability to
control movement (motor development), to use senses (perceptual development),
to think (cognitive development), to intend (volitional development), and to
gain conscious awareness and control of emotions (affective or emotional
development), to use language (language development), to belong, have friends,
and be a contributing member of a group (social development), and have an
ability to distinguish between appropriate and inappropriate behavior (moral
development). In this way, the program helps the child become a competent
learner. This develops independence and responsibility. In addition, the
curriculum also helps the child develop a strong foundation in the language
arts and math, and engages children in an in-depth study of physical and
cultural geography, zoology, botany, physical science, earth science,
astronomy, history, art, music and dance. In addition, children further learn
practical skills for everyday life such as cooking, carpentry, and sewing.
But, more than this, they learn how to be contributing members of a social
community.
d) With regard to discipline, in a Montessori program the emphasis is on
self-discipline developed through helping a child learn how to appropriately
meet needs rather than attempting to control a child through the use of reward
and punishments. The emphasis is on teaching skills, and developing children
socially, emotionally, morally, and volitionally.
e) In a Montessori classroom the organization of the room allows children easy
access to a variety of learning experiences. The room is specifically
organized to appear attractive and orderly. Materials are displayed on
shelves.
f) The materials in a Montessori classroom are carefully designed and
thoroughly researched to fit the developmental needs and characteristics of
children.
g) Montessori teachers are trained to teach respect and positive values
through their modeling as well as through the way they teach.
h) The Montessori method of helping a child is through a process of showing a
child what to do in a positive manner. Montessori teachers attempt to avoid
"put downs" or sarcastic comments, and try not to humiliate or embarrass the
child.
i) The Montessori program is systematic and carefully sequenced according to
principles of development. Every activity is carefully thought out to build
upon pervious preparation and to lead the intelligence on to a higher
activity.
j) The Montessori program is designed to develop independence and
responsibility. The organization of the classroom, the method of teaching, and
the practical life lessons are oriented toward helping the child become a
self-sufficient and disciplined individual.
k) The routine of the Montessori program is based upon the principle of
freedom of choice rather than on set times for prescribed activities. Since
everything in the Montessori environment is something planned that is
worthwhile and educational, the child can be free to work by choosing what
best fits his or hers needs and interests.
l) In the Montessori programs children are viewed as positive beings whose
primary aim is the work of constructing a competent adult. Rewards and
punishments, therefore, can only get in the way. Development and learning by
themselves are adequate motivators. Likewise, children do not need to be
appealed to through fantasy, bright colors, or gimmicks, as theses things come
between the child and real learning. Therefore, joy is discovered and
experienced in the real world through the study of nature, science, math,
music, reading, history, and geography rather than in a world of comics,
cartoons, and fantasy. Imagination develops through concrete experience,
development of in-depth knowledge, and freedom to use one's mind.
7) How does a Montessori education benefit
children?
Experience and research both indicate that
children attending Montessori schools tend to be competent, self-disciplined,
socially well adjusted, and happy.
Competence: Children in Montessori schools are often several years above grade
level in their basic skills. Also, since the Montessori education is
comprehensive, children are often exceptionally knowledgeable in a number of
other areas as well.
Self-discipline: Montessori schools are well known for children's development
of self-discipline. Children choose to work long and hard. They treat
materials and others with respect. They display patience, and resistance to
temptation, and the ability to attend for long periods.
Social Adjustment: Montessori school children usually strike a visitor as
friendly, empathetic, and cooperative. The classroom is a cheerful social
community where children happily help each other. It is not uncommon to see a
child offer to help another child. Also, learning social grace and courtesy
are a part of the Montessori curriculum.
Happiness: Most parents of children in a Montessori school comment on how much
their children love school.
8) Who was Dr. Montessori and how did she come
to establish her educational method?
Dr. Maria Montessori, internationally renowned
child educator, was originally a medical doctor who brought the scientific
methods of observation, experimentation, and research to the study of
children, their development and education. As a doctor, Montessori came to
believe that many of the problems of the children with whom she was working
were educational rather than medical. In examining education she felt that
children were not achieving their potential because education was not based
upon science. Her first step, then, was to attempt to abandon preconceived
ideas about education and to begin to study children, their development and
the process of learning through scientific methods of observation and
experimentation. In doing so, she made what she considered to be a number of
startling discoveries. Through her research, she discovered that children
possessed different and higher qualities than those we usually attribute to
them.
9) What is a Montessori Preschool like?
Children love a Montessori preschool. They like
the opportunity to be with other children of their own age, and they like
having so many interesting things to do. The room is attractive, with many
carefully designed materials and activities from which the children can
choose. The children are free to engage themselves in activities that interest
them. They can work by themselves, or with a friend, or a group of friends.
They can spend as much time as needed in any activity. They have opportunities
to do things they see their parents do at home. They can prepare food such as
grating carrots, peeling potatoes, cutting bananas, cracking nuts, or
squeezing oranges. They can do carpentry such as hammering, nailing, and
sawing. They can learn to tie shoes, work a zipper, use snaps and buttons.
They can listen to music, sing, dance, and learn to play an instrument. They
can paint, draw, work with clay, learn to sew, or make masks or puppets. They
can learn to count or make words. They can look at books about all the
wondrous things in the world around them. They can look at a globe and look at
pictures taken of different parts of the world. And, they can run climb, play
games, and have fun with their friends.
11) What is a Montessori Elementary classroom
like?
A Montessori classroom is an exciting place to
be. There are many interesting and beautiful resources with which the children
can work. There are many interesting books on a wide assortment of topics such
as on insects, plants, animals, different countries, history, etc.. However,
textbooks, workbooks, and ditto sheets are not used. Instead, children work
with many different concrete materials which help them to learn through an
active process. In using these materials the children may make their own
books, draw their own maps or time lines, and develop their own projects. As a
result, the classroom is a busy, happy place to be. Since the classroom is
well organized, with the intention of making all the materials visible and
accessible for the children, the children can find what they want and work
without having to wait for the teacher.
Some children may be reading while others are doing math. Some people may be
studying about ants while others are listening to classical music on
headphones. The children are all engaged in purposeful activity which leads
and develops the intelligence. The materials set out in the room have been
carefully designed with an educational purpose in mind. Because of this, the
children are free to move from activity to activity. They don't need to wait
for assignments from the teacher. Meanwhile, the teacher is free to help
individuals or small groups. The teacher is not tied to a routine of having to
present a series of large group lessons to the whole class. The classroom is
activity-centered rather than teacher-centered. The teacher's job is to
prepare the classroom, set out the materials, and then observe the children
and determine how to help. The teacher does not need to test the children
because it is easy to see how they children are doing by observing their
activities. In this way, the teacher can have immediate, up-to-date
information about any child without time being taken way from learning and
without threat of failure being imposed upon the child. Without the threat of
failure, and with so many intriguing things to do, discipline problems
disappear and a friendly, cooperative social community forms. Cooperation
rather than competition becomes the tone of the room and adversarial
relationships disappear, becoming friendships.
12) Is the Montessori Method being used in
public schools?
The Montessori method is now being used in many
public, as well as private schools. An increasing number of public school
teachers are discovering the Montessori method of education. Many teachers
find that the Montessori approach provides support for what they have
intuitively been trying to do. These teachers are excited about Montessori
practice because it gives them specific materials and techniques which make it
easier to work with children in the way they have always wanted.
13) Up to what age is the Montessori program
designed?
There are Montessori materials which are
designed for use of children up to around 12 years of age. Whereas most
Montessori schools are preschools, there are an increasing number of
Montessori elementary schools which work with children through the sixth
grade. There are a few Montessori junior and senior high school programs. Dr.
Montessori did discuss the education of children up to the college level.
However, she specifically designed materials only through the elementary
school years. This was because she felt specially designed materials were only
needed for the younger children since the older children should have the
competence to learn with materials commonly available.
14) Is there a Montessori School in my area?
True Montessori private schools are available
rarely in Pakistan. A person can check the telephone book for a listing of
Montessori schools in a given local area. Each Montessori school differs
according to the personality of the people operating the school. Therefore,
the best way to get a sense of whether the school is appropriate for a
particular child is to make an appointment to visit the school.
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