What is Montessori?
Maria Montessori was born on August 31, 1870 in Italy. She became the first female physician in her country. In her medical practice, her clinical observations led her to analyze how children learn from what they find in their immediate environment.
Montessori founded the first Casa del Bambini, or “Children’s House,” in Rome in the year 1907. In the “Children’s House,” Montessori developed what ultimately became known as the Montessori Method of Education. The Montessori Method was based upon Dr. Montessori’s scientific observations of the children’s tireless interest in manipulating materials and almost effortless ability to absorb knowledge from their surroundings. Every piece of equipment, every exercise, every method Montessori developed was based on what she observed children do “naturally” by themselves, unassisted by adults. Montessori dedicated her life to furthering the self-creating process of the child through educational reform and teaching techniques based upon her discoveries.
Maria Montessori died in Holland in 1952, but her work continues. Today there are close to five thousand private and approximately two hundred public Montessori schools in the United States. Montessori schools exist in Canada, Russia, Japan, Israel, Australia, India and many other countries.
Why Montessori?
Recent studies show that many bright students are passive learners. They coast through school, earning high grades, but rarely pushing themselves to read material that hasn't been assigned, ask probing questions, challenge their teacher's opinions, or think for themselves. They typically want teachers to hand them the "right answer." The problem isn't with today's children but with today's schools. Children are as gifted, curious, and creative as they ever were when they're working on something that captures their interest and which they have voluntarily chosen to explore.
Montessori schools work to develop culturally literate children and nurture their fragile sparks of curiosity, creativity, and intelligence. They have a very different set of priorities from traditional schools, and a very low regard for mindless memorization and superficial learning. Montessori students may not memorize as many facts, but they do tend to become self-confident, independent thinkers who learn because they are interested in the world and enthusiastic about life, not simply motivated by getting a good grade.
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Individualized Learning -
Montessori schools are designed to help each student discover and develop her unique talents and possibilities. We treat each child as a unique, individual learner. In Montessori, children learn at their own pace, and learn in the ways that work best for them as individuals. The goal is to be flexible and creative in addressing each student as a unique individual. Learning the right answers may get a child through school, but learning how to become a life-long, independent learner will take her anywhere! Montessori teaches children to think, not simply to memorize, repeat back, and forget.
Rather than present students with loads of right answers, Montessori educators keep asking the right questions, and lead them to discover the answers for themselves. Learning becomes its own reward, and each success fuels a desire to discover even more. Older students are encouraged to do their own research, analyze what they have found, and come to their own conclusions. Teachers encourage children to think for themselves and become actively engaged in the learning process.
Freedom of Movement
Young children touch and manipulate everything in their environment. In a sense, the mind is hand made, because through movement and touch, the child explores, manipulates, and builds up a storehouse of impressions about the physical world around him. Children learn by doing, and this requires movement and spontaneous investigation. In Montessori classrooms, children are free to move about, working alone or with others at will. They may select any activity and work with it as long as they wish, so long as they do not disturb anyone or damage anything and they put it back where it belongs when they are finished.
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Many exercises, especially at the early childhood level, are designed to draw the child's attention to the sensory properties of objects within the environment: size, shape, color, texture, weight, smell, sound, etc. Gradually, the child learns to pay attention, seeing more clearly small details. He has begun to observe and appreciate his environment. This is a key in helping the child discover how to learn.
Freedom is a second critical issue as the child begins to explore. Our goal is less to teach him facts and concepts, but rather to help him fall in love with the process of
focusing his complete attention on something and solving its riddle with enthusiasm and even joy. Work assigned by the adult rarely results in such enthusiasm and interest as does work that a child freely chooses for himself. The prepared environment of the Montessori class is a learning laboratory in which the child is allowed to explore, discover, and select his own work. The independence that the child gains is not only empowering on a social and emotional basis. It is also intrinsically involved with helping the child become comfortable and confident in his ability to master the environment, ask questions, puzzle out the answer, and learn without needing to be spoon-fed by an adult.
A Prepared Environment
Montessori classrooms tend to fascinate both children and their parents. They are normally bright, warm, and inviting, filled with plants, animals, art, music, and books. There are interest centers filled with intriguing learning materials, fascinating mathematical models, maps, charts, fossils, historical artifacts, scientific apparatus, perhaps a small natural science museum, and animals that the children are raising. A Montessori classroom is commonly referred to as a prepared environment. This name reflects the care and attention that is given to creating a learning environment that will reinforce the children's independence and intellectual development.
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One should not expect to find rows of desks in a Montessori classroom. The rooms are designed to facilitate student discussion and stimulate collaborative learning. One glance, and it is clear that children feel comfortable and safe. Students are typically found scattered around the classroom, working alone or with one or two others. They tend to become so involved in their work that visitors are immediately struck by the peaceful atmosphere. It may even take a moment to spot the teachers within the environment. They will be found working with one or two children at a time, advising, presenting a new lesson, or quietly observing the class at work.