7 Significant Ways Montessori Differs
There is no denying that Montessori is unique. From the moment you walk into our school, you know it’s not like any other.
That’s how we like it. We know what we have to offer is unique, and the families who come to our school are usually looking for something different.
What exactly distinguishes Montessori? Read on to discover just a few of the numerous possibilities.
Limits to Freedom
One of the most common misconceptions about Montessori is that either
a) the children in our care run amok with no direction, doing whatever they want,
or b) our methods are so rigid that they allow for little (if any) variation.
As you might expect, neither of these statements is correct, and we fall somewhere in the middle. However, generalizations are often the result of misinterpreted truths.
Montessori places a high value on the child’s independence and freedom of choice. Children have the ability to choose their work, where they sit, the order in which they complete tasks, when to eat a snack, when to use the restroom, and so on. Montessori guides create carefully crafted boundaries for their choices to help them make these choices successfully.
This is not to say that we never guide children who are hesitant to try new things or who avoid certain subjects. It simply means that we strike a balance between options and constraints.
A Classroom of Mixed-Age Group
Classrooms that serve children from more than one grade level are uncommon elsewhere. We believe that multi-age classrooms better serve children, and we’ve been doing it successfully for more than a century. Multi-age classrooms enable us to blur the distinctions between skill levels.
The older child who still requires extra reading assistance will not feel left out. There are many others in the class who require the same assistance that they do. The younger child who excels at math and craves more of a challenge can have it because the structures for doing so are already in place.
Our younger students have a plethora of role models, and our older students have numerous opportunities to practice leadership skills and demonstrate mastery of their own academic skills by teaching others. We have at least three years to get to know our teachers, students, and families. This opens the door to a plethora of positive outcomes.
Teachers as Mentors
In most classrooms, the teachers are the center of attention. They are in the foreground, delivering information that is intended to be consumed. This is not the case for Montessori classrooms. We believe that learning that involves self-discovery has the greatest impact. Rather than dictating a pre-scripted version of what we determine to be the most important, we want to guide our students in asking and answering questions.
Is there a set curriculum? Absolutely! Do we ensure that our students master core subjects and gain a broad understanding of our world? Without a doubt. We just do it in a way that encourages them to learn for themselves.
Pacing on an Individual Basis
We’ve said it before, and it bears repeating: learning is not linear. No child learns at the same rate, and we all go through phases of starting, stopping, and plateauing.
We don’t think it makes sense to teach to the entire group (in most instances). We believe that we should respect the individuality of learning by allowing each child to progress at his or her own pace.
We’ve created helpful systems to help with this work, so it’s not only possible, but it’s built into the foundation of everything we do.
No child has to sit around waiting for the rest of the group to catch up, bored and restless, wishing they had more time. On the same note, no child should feel as if they are falling behind and are not receiving the necessary support.
The Importance of Formative Assessment Cannot be Overstated.
In Montessori schools, we don’t give grades, but we do track students’ progress. We don’t give tests, but we do keep track of where students’ understanding stands. We believe that our methods enable us to gain a better understanding of student progress.
Once a grade appears on a report card, it is final. However, we do not believe in the finality of learning, nor do we believe that comparisons between children are necessary or beneficial. We want each child to achieve certain goals, but we also want them to do so at their own pace.
On a daily basis, we carefully monitor progress, and our observational forms of assessment allow us to change our teaching strategies in the moment; we can adjust our teaching mid-lesson to ensure our young learners get what they need.
We see assessment as a way to review goals and make a plan for the future.
Concentrate on Independence
Montessori, as mentioned earlier in this article, places a strong emphasis on children’s independence. We believe that children, even very young children, are capable and eager to do far more than is commonly expected of them.
It’s crucial to remember that we’re realists. No child will be able to do everything for themselves when they enter our school. Our job is to provide them with enough direction and support to allow them to progress in that direction.
Infants in Montessori settings who can stand and support their own weight can change their own diapers in that position. Toddlers develop the ability to put on and fasten their own coats and shoes. Primary school children learn how to cook their own meals and clean up after themselves. Elementary school children learn to solve math problems without materials and to resolve social conflicts without becoming enraged. Adolescents learn the fundamentals of running their own company.
Global Citizenship Development
Montessori schools exist not only to educate children academically, but also to foster the development of kind, creative, and enthusiastic global citizens.
We aim to encourage curiosity and a positive attitude toward learning that isn’t only about school but also about how they perceive the world. Moreover, we wish to teach children to care about one another, to appreciate people’s differences, and to have a strong sense of justice and service as well as we want them to be effective members of their own communities, but also to provide them with a global perspective and awareness. Knowing how we’re all connected gives us a unique viewpoint.
