|
Frequently Asked Questions What is the difference between Montessori and traditional
education?
Are Montessori children successful later in life? Q. What is the difference between Montessori and traditional education? A: Montessori emphasizes learning through all five
senses, not just through listening, watching, or reading. Children in
Montessori classes learn at their own, individual pace and according to
their own choice of activities from hundreds of possibilities. Learning
is an exciting process of discovery, leading to concentration,
motivation, self-discipline, and a love of learning. Montessori classes
place children in three-year age groups (3-6, 6-9, 9-12, and so on),
forming communities in which the older children spontaneously share
their knowledge with the younger ones. Montessori represents an
entirely different approach to education. Q: Are there group activities as well as individual instruction in a Montessori class? A: Although the emphasis is on a child's ability to
grow and progress on a purely individual basis, there are ample
opportunities in a Montessori classroom for the child to become aware
of him or herself in relation to the other children in the class. There
are regular gatherings of the class as a whole for such activities as
lunch, circle, planning for future events and activities, and for
discussion of matters relating to the group as a whole. Q: What is the role of the Montessori teacher? A: Since Montessori believes that children learn
best through their own efforts, the role of the Montessori teacher
(sometimes called Directress) is that of an "objective observer." The
teacher not only serves as a resource person in the classroom, but also
acts in a supportive role by preparing the classroom, evaluating the
children, and providing them with new materials as they indicate their
need and readiness, and then by stepping into the background and
allowing the children to assume more and more responsibility. Q. What special training do Montessori teachers have? A: The two major organizations offering Montessori
training in the United States are the Association Montessori
Internationale (AMI) and the American Montessori Society (AMS).
Montessori training can be found across North America and around the
world. Most training centers require a bachelor's degree for admission.
Training ranges from 200 to 600 pre-service contact hours and covers
principles of child development and Montessori philosophy as well as
specific uses of the Montessori classroom materials. Q. Who accredits or oversees Montessori schools? A: There are several Montessori organizations to
which schools can belong. The two major ones operating in the United
States are the Association Montessori Internationale (AMI) and the
American Montessori Society (AMS). Q. What is the best way to choose a Montessori school for my child? A: Parents considering placing a child in a
Montessori school should ask about the school's affiliation and what
kind of training the teachers have. Visit the school, observe the
classroom in action, and later ask the teacher or school Director to
explain the theory behind the activities you saw. Most of all, talk to
your child's prospective teacher about his or her philosophy of child
development and education to see if it is compatible with your own. Q. What ages does Montessori serve? A: There are more Montessori programs for ages 3-6
than for any other age group, but Montessori is not limited to early
childhood. Many infant/toddler programs (ages 2 months to 3 years)
exist, as well as elementary (ages 6-9 and 9-12), adolescent (ages
12-15) and even a few Montessori high schools. Q. How much does Montessori cost? A: Because all Montessori schools are operated independently of one another, tuitions vary widely. According to a 1996 NAMTA (North American Montessori Teachers' Association) survey of U.S. and Canadian Montessori schools, median annual tuition by age level was as follows: Infant/toddler: $3,480 Back to Top A: Only a trained Montessori teacher can properly
implement Montessori education, using the specialized learning
equipment of the Montessori "prepared environment". Moreover, the
social development that comes from being in an environment with other
children is an integral part of Montessori education. However, all
parents can use Montessori principles of child development to reinforce
a child's Montessori school education. For instance, children need a
sense of belonging, and they get it by participating fully in the
routines of everyday life. Providing opportunities for independence is
the surest way to build a child's confidence level and self-esteem. A
publication entitled At Home with Montessori describes ways to use
Montessori philosophy in the home environment. It is available from
NAMTA (the North American Montessori Teachers' Association) at www.montessori-namta.org. Q. Are Montessori children successful later in life? A: Research studies show that Montessori children are
well prepared for later life academically, socially, and emotionally.
In addition to scoring well on standardized tests, Montessori children
are ranked above average on such criteria as following directions,
turning in work on time, listening attentively, using basic skills,
showing responsibility, asking thought-provoking questions, showing
enthusiasm for learning, and adapting to new situations. Research has
shown that the best predictor of future success is a sense of
self-esteem. Montessori programs, based on self-directed,
non-competitive activities, help children develop good self-images and
the confidence to face challenges and change with optimism. Q: My friend told me that Montessori allows a child to do whatever he wants to do, for as long as he wants to do it. Is this true? A: The Montessori classroom is carefully prepared with
a variety of materials and activities to satisfy the youngest
three-year -old to the most advanced six-year-old. A child in a
Montessori environment may choose his own work, however he first must
be given a lesson on it. The lesson may be given by a teacher or a
child who has mastered that material. The child may work on the
material as long as he likes. The Montessori teacher is trained in
observation. The teacher keeps careful records of what lessons have
been given, observes the child and his choice of activities, and checks
each child's knowledge in one area before moving on to the next lesson.
The teacher will offer an alternative to a child who has chosen
something beyond his ability. The child is free to move about the
classroom at will, to talk to other children, to work with any
equipment that he understands, or to ask a teacher to introduce new
materials. A child is not free to disturb other children or to misuse
the materials. Q: How do you handle discipline problems? A: There are few discipline problems in a Montessori
classroom. We have two main solutions. First, most discipline problems
occur because the child has not found work which is sufficiently
interesting to hold his attention. Therefore the child would be shown a
new activity or activities. Occasionally, new activities are designed
specifically to meet a particular child's needs. Second, a child may be
asked to remove himself from the group to a space, within the
classroom, designated as the "quiet spot" to take a few minutes to
settle down. We show the children how to calm themselves down and
regain control during circle time at the beginning of each year and
individual children may have repeated lessons. The child may return
when he or she feels "quieted." Occasionally a child removes himself to
regain control. Sometimes an adult will speak with a child away from
the group. If a child disturbs another child, physically or verbally,
he is told, "I will not let anyone do that to you, so I cannot let you
do it to somebody else." If appropriate, the child is asked to
apologize to another child. Q: How do the children learn to socialize and share? A: Socializing and learning to share come very
naturally in a Montessori classroom. A child here does not have to
share his work. No one is allowed to touch another's work unless
invited to do so. As you look around the room you will see many
children working together. Many times a child is so excited about what
he is able to do that he wants to give a lesson or demonstration to
someone else. Throughout the day there are opportunities for this
natural, spontaneous socializing. We do not set up contrived
situations. The children are also comfortable with children of all ages
and do not feel that they must stay with children their own age. Q: How do children do in other schools after a Montessori education? A: Montessori children are unusually adaptable. They
have learned to work independently and in groups. Since they have been
encouraged to make decisions from an early age, these children are
problem-solvers who can make choices and manage their time well. They
have also been encouraged to exchange ideas and to discuss their work
freely with others and good communication skills ease the way in new
settings. Research has shown that the best predictor of future success
is a sense of self-esteem. Montessori programs, based on self-directed,
noncompetitive activities, help children develop good self-images and
the confidence to face challenges and change with optimism. Q: How do I know if a school is a "true" Montessori School? A: There is no legal way to prevent any unethical
person from labeling any early childhood program "Montessori". In many
areas there are a few schools labeled Montessori, without trained
teachers, Montessori materials, or the faintest idea of Montessori
Methods. The best way to make sure a school is a "true" Montessori
school is for you to familiarize yourself with the Montessori Method
and to check the school's credentials. Check to see that the school you
are looking at is affiliated by a national or international Montessori
organization such as the American Montessori Society or the Association
Montessori Internationale. Check to see that the teachers have their
Montessori certification. |