~ Montessori Vs. Traditional ~

What exactly is Montessori?
Montessori education was developed by Maria Montessori, the first female physician in Italy. She watched children at play and then designed special materials that captured their interest, to lay the foundation for abstract learning through concrete manipulation. She believed that children have sensitive periods for learning and that, in the right environment, they will learn joyfully. In a Montessori classroom, children work at their own pace, make friends, and become self-sufficient. They develop an inner sense of discipline that serves them well, long after they leave the Montessori classroom.

___________________________________________________________________________

MONTESSORI	TRADITIONAL
Respect for individual difference	Emphasis on conforming to the group
Self-motivation and child centered learning process;	Emphasis on grades, punishment or rewards as motivating factors;
Multi-age grouping whereby students learn “horizontally” from observation of other people’s work, directly or indirectly;	Students grouped chronologically to suit teachers’ pre-planned class lessons;
Students learn at their own pace, free to complete a project or pursue a subject as deeply as they wish and according to personal enthusiasm;	Subjects are taught in lecture form and students must change classes and attend lessons all at the same time;
Students learn by practicing their subject matters while in school with the supervision and assistance of the teacher as needed;	Students must practice on their own and be graded on “busy work” or home work that is often done without close monitoring;
The classroom is used as a library or resource room for projects and studies; the children are free to move and tire less;	Students work at desks and passively sit to listen to lectures for long periods. The work period must be interruped frequently;
Knowledge is acquired through the use of concrete materials, scientifically designed to enhance conceptual thinking and lead to abstraction;	Knowledge often consists of memorization of irrelevant information from abstract concepts unrelated to the child’s daily experience;
Testing is built into the method as the third period of the “three-period-lesson” and is applied routinely when the individual is ready. Testing aims at self-correction, repetition and competence.	Scheduled testing does not take into consideration the preparation of each individual. Students are intimidated and taught that passing is more important than knowing.

Isn’t Montessori a school where kids can do whatever they want? Montessori offers a careful blend of structure and freedom to the young child. The classroom is arranged to provide children easy access to a variety of stimulating, age-appropriate materials. We respect the child’s right to choose freely from among the activities. Doing so, helps her satisfy her own need. She satisfies her own need for productive activity and gains a sense of self-sufficiency and independence.

Yet there are some important guidelines. A child must not interfere with another’s work. Materials have their own place on the shelf and must be returned there. A child may choose work materials only after she has received a lesson on their proper use. The rules are simple, reasonable, and few.

Some observers are disconcerted to see children in a Montessori classroom wandering about “aimlessly”. After all, good behavior has traditionally been associated with immobility. But, children need space and freedom to move about until an activity captures their attention.

Isn’t Montessori all work and no play?
Activities and exercises are referred to as “work” in a Montessori classroom, and for good reason. The intense concentration that children display is evidence that they are working. But, look closely - their work is absorbing and stimulating, unlike the drudgery that we adults often associate with work. If the atmosphere in a Montessori classroom seems serious when compared to other early learning environments, it is because the children often become so wrapped up in their work that an almost “hushed” environment is the natural result.

Recent research into play behavior, especially pretending, demonstrates that children pretend in order to make their play more real. They set a little table, line up their dolls and serve imaginary tea. But in a Montessori classroom, they can invite their friends to sit down for a snack and pour real juice. This is the best kind of play, because it is real!

Some parents wonder whether classroom requirements are too demanding of small children; they hang up their own jackets, restore their own materials to their shelves, peel carrots for snack and wash off tables after lunch. One parent was shocked to hear that his son had polished his classmate’s shoes. As a Montessori teacher, one would respond simply; look at the child. He revels in his accomplishment and independence.

With all the emphasis on individual work in the Montessori classroom, are there still opportunities for socializing and sharing?

In a Montessori classroom, children talk and visit, show one another their work and join together for group lessons, songs and games. They may invite a friend or two to join them for block building or to play the bank game with the golden beads. What some parents may not understand is that until the age of six or seven, children don’t feel a pressing need to engage others in their activities. It is very natural for a young child to want to work alone. In the Montessori classroom this right is respected.

The Montessori attitude toward sharing is different from the one in which most adults are raised. There is no forced sharing in the classroom, because Montessori believes, and child-development experts have agreed, that sharing is a developmental skill that emerges when a child is confident that he has a choice in the matter. Imagine a child that has built a lovely pink tower, with the cubes arranged just so. As he is admiring his work, another child suddenly takes a cube and puts it on her head. He is justifiably crushed. Any attempt to get him to share at this point, lessens the importance of his achievement.

Unfortunately, the chaos that so often occurs in less-structured play environments is not “fun” for children; it is the result of boredom. Children need a basic structure in which to practice cooperating and socializing with others.

Isn’t Montessori strictly for geniuses?
Ironically, Maria Montessori’s first school was founded in the ghettos of Rome. There she developed her materials and philosophy with the special needs of underprivileged children in mind. Only later did she discover that her method was appropriate for children of any background. It is based on certain universal characteristics and a developmental time table which are common to children around the globe. It is true that some Montessori children make great academic strides at an early age. If a child begins to read at age four, he is allowed to continue - because he wants to. He is not redirected to other activities more “suitable” for four year-olds. The goal of Montessori education is not accelerated learning, but such learning is often the result. Because each child is allowed to fully develop his own capabilities, he may very well surprise you with what he can accomplish.