The Montessori Method

Classes are run by Montessori-qualified teachers.
The work cycle lasts at least 2 hours each morning, as an uninterrupted block of time.
The children work individually most of the time during the Montessori work cycle although they may work together if they wish to, at different periods during the morning.
Children are vertically grouped i.e. mixed ages.
Written observations of children are made weekly in their communication books.
Children have continual and free access to the Montessori materials appropriate for their ages.
Classes are run in order to promote the children’s freedom to make spontaneous choices; to be independent; to complete cycles of work; to develop a sense of responsibility within the group; to use the materials correctly.
Children actively engage with materials that are designed from a developmental point of view and which lead them to successive levels of discovery about their world covering all major subjects.
Materials are displayed in a clean, neat, orderly fashion, are well-maintained and complete.
The environment is prepared to be simple yet beautiful and is continuously maintained to a high standard.
If there’s an outdoor environment, this is also well maintained, reflecting Montessori values.
The teachers are always positive and encouraging.
A valid first aid certificate is held by a member of staff.
Group work is a part of every morning’s programme, especially during theme discussions, stories, activities and rhyme and song time.

COMPARISON OF PRE-SCHOOL EDUCATION:

MONTESSORI		TRADITIONAL
1.	Child chooses materials.	1.	Teacher sets curriculum.
2.	Child sets own pace.	2.	Teacher sets pace.
3.	Child is free to discover on his own.	3.	Teacher instructs child.
4.	Emphasis on the concrete.	4.	Emphasis on the abstract.
5.	Specific placement of materials helps refine child’s natural sense of order.	5.	Random placement of materials hinders development of this sense of order.
6.	Child centred learning environment.	6.	Curriculum centred environment.
7.	Child provides own stimulus to learning.	7.	Teacher provides stimuli to learning.
8.	Self-education through self correcting materials.	8.	Teacher is the main control of error
9.	Recognition of the child’s sensitive periods.	9.	All children treated alike and sensitive periods not fully recognised.
10.	Multi-sensory materials to develop specific skills.	10.	Play materials for non-specific skills.
11.	Liberty to move freely, and sit where they please.	11.	Rigid rules not to move and to sit in designated places.
12.	Liberty to speak (quietly so as not to disturb others). A quiet, calm atmosphere naturally prevails.	12.	Silence on many occasions has to be forced in order to control chaos.
13.	Directress guides child to think for himself and make sound decisions. Responsibility for decisions made is encouraged.	13.	Children not thought of as capable of making decisions and are expected to follow teacher unquestioningly.
14.	Disorderly conduct in class is regarded as the directress’ fault; she seeks it out and corrects it.	14.	Children are punished for disorderly behaviour even if the fault lies with the teacher’s incapabilities.

OBJECTIVES IN A CLASSROOM

Objectives of Creative Classes are to support and encourage your child to:

Ø Discover the joy of learning through work.

Ø Become creative, independent learners.

Ø Experience, explore and experiment with the world around them.

Ø Create and express themselves freely.

Ø Acquire good concentration span and good working habits.

Ø Become clean, neat, tidy and orderly.

Ø Develop a positive self-image with good self-esteem and confidence.

Ø Develop a sense of community and responsibility.

Ø Become aware of special strengths, abilities and uniqueness.

Ø Be courteous to and respectful of others.

Ø Learn to care for equipment and share with others.

Ø Be independent thinkers and self-reliant.

The main purpose of a Montessori school is to provide a carefully planned, stimulating environment to help the child develop an excellent foundation for creative learning. The specific goals for the children who attend a Montessori school are:

Most of the learning activities are individualised, i.e. each child engages in a learning task that particularly appeals to him because he finds the activities geared to his needs and level of readiness. Consequently, he works at his own rate, repeating the task as often as he likes, thus experiencing a series of successful achievements. In this manner, he builds a positive attitude toward learning itself.

In the Montessori school, tasks are designed so that each new step is built upon what the child has already mastered, thus removing the negative experience of frequent failure. A carefully planned series of successes builds upon inner confidence in the child assuring him that he can learn by himself. These confidence-building activities likewise contribute to the child’s healthy emotional development.

Effective learning presupposes the ability to listen carefully and to attend to what is said or demonstrated. Through a series of absorbing experiences, the child forms habits of extended attention, thus increasing his ability to concentrate.

In a rapidly changing society, we will all be students at some time in our lives. A deep persistent and abiding curiosity is a pre-requisite for creative learning. By providing the child with opportunities to discover qualities, dimensions and relationships amidst a rich variety of stimulating learning situations, activities and specific materials, curiosity is developed and an essential element in creative learning has been established.

By surrounding the child with appealing materials and learning activities geared to his inner needs, he becomes accustomed to engaging in activities on his own. Gradually, this results in a habit of initiative – an essential quality in leadership. “Ground rules” call for completing a task once begun and gradually results in a habit of persistence and perseverance for replacing materials after the task is accomplished. This “completion expectation” gradually results in a habit of persistence and perseverance.

Through a clean, neat, tidy, well-ordered, enriched but simplified environment, the child’s need for order and security is intensely satisfied. This is noticed in the calming effect the environment has on the child. Since every item in the Montessori classroom has a place and the ground rules call for everything in it’s place, the child’s inner need for order is directly satisfied.

Send mail to bruce@rtcreations.com with questions or comments about this web site. Copyright © 2008Cuties Corner Montessori Pre-School Last modified: 15-10-2008

Send mail to bruce@rtcreations.com with questions or comments about this web site.
Copyright © 2008Cuties Corner Montessori Pre-School
Last modified: 15-10-2008