How do the children learn in such an environment? How does a teacher know that every child is learning if every child isn’t doing the exact thing at the exact same time?
There is a lot of structure in a Montessori classroom!
It’s just a different type of structure than in the traditional classroom. In many traditional classrooms since all the children do pretty much the same thing at the same time, the “structure” is in keeping them focused and quiet.
In a Montessori classroom where the children are all working at their “maximum plane of development” and therefore doing different things, the “structure” revolves around rules and procedures so that they can all be doing those different things, but still learn.
For example, since most of the work is initially done with manipulatives, a “structure” needs to be in place as to how to share the materials, work with them, and put them away.Read More»
A sentence using the latest educational catch phrases:
Montessori education is scientifically based, multi-modality, data-driven differentiated instruction using small flexible groupings for explicit instruction and individualized practiced during an extended global access time to insure that each student is working at their maximum plane of development while addressing the state’s mandatory standards.’
A sentence using everyday terms:
Montessori education is based on the belief that children are individuals with their own strengths, needs, likes and learning styles, therefore the teacher needs to guide each child through the learning process by using materials that fit their specific needs and pace.
Montessori education is based on the belief that children are individuals with their own strengths, needs, likes and learning styles. To used the latest educational catch phrases, Montessori education is ‘multi-modality, differentiated instruction.
In more everyday terms, Montessorians disagree with the idea that all children learn in the exact same way at the exact same time of their life. They believe that to be an effective teacher you can’t say, “It is the 4th day, of the 3rd month, of second grade, so open your math book to page 49 and…” Instead we observe each child and ask ourselves, “What does this child understand? What is the next concept this child needs to learn? In which way does this child learn? (Are they observers? Talkers? Someone who needs to physically experience things? Do colors make things more clear? How about singing a song about the concept, will that help this particular child learn?…) What things interest this child so that I can use his/her natural interests and abilities to teach this concept that they need to know?”Read More»