The following are some frequently asked questions that parents have about Montessori in general and The Children's House Montessori School in particular:
Q. What is the difference between Montessori and traditional education?
A. There are several large differences. First, in a traditional classroom, children work in "centers" set up each day with teacher-directed activities. In a Montessori classroom, children are always free to choose the work they wish to do. In this way children learn at their own pace, and are not pushed ahead or held back to fit into a pre-determined curriculum. Second, in a Montessori classroom, children are placed in a group that spans three years, thus encouraging interaction between the ages, as in a family. In traditional education, children are separated into year groups, which eliminate the opportunity for older and younger children to learn from each other. Third, in a traditional classroom, children are expected to understand abstract concepts at an early age, often by rote memorization. Because all the materials in a Montessori classroom are manipulative, children learn in a very "hands-on" concrete way before being expected to learn abstractly. Finally, movement is encouraged in a Montessori classroom, with children working on rugs on the floor as well as at tables. In a traditional classroom, children are expected to sit still at a desk for most of their work period. See more detail below;
Q. Does the Montessori philosophy allow for creativity in the classroom?
A. Absolutely! Children receive a lesson on how the materials are to be used, and then are allowed to be creative with that material -- as long as it is not abused. For example, we would allow a child to be creative with the cylinders by arranging them as he chooses, but he would not be allowed to roll them across the floor. We also encourage artistic creativity, and offer a well-defined art curriculum that covers basic art concepts such as primary colors and symmetry. Many opportunities for creative expression are available to the children too; an easel is available for painting every day, and the children can mix colors as they choose.
Q. How does socialization take place in the classroom if materials are set up for individual use and lessons are given individually?
A. When children are gathered together and provided with engaging activities, they are going to socialize. This is not only natural, but is necessary for children to learn how to get along with others, and how to share and cooperate. In the classroom, children often socialize while working on individual activities, or when working together on the same activity. Frequently, this cooperation may be in the form of a lesson given by one child to the other. We only ask that their socializing does not interrupt the work of others.
Q. Is it true that children are free to do what ever they want in a Montessori classroom?
A. That would be pretty chaotic! The children make their own choices of work throughout the work period, but within a carefully designed structure. We encourage this independence because it teaches decision-making skills and self-confidence. However, the teacher is there, observing, making careful notes, and giving new lessons to children when they show signs of readiness. She follows the lead of the child and guides him towards the next level of work. A child who chooses work beyond his ability will be guided towards something that better suits his needs.
Q. Can I do Montessori at home with my child?
A. There are many things parents can do to make the home environment more compatible with Montessori principles. For example, toys can be stored in individual containers and placed on low shelves, within easy reach for the child. Items for self-care and care of the environment can be made available for the child's use. Parents can stress the sounds of the letters rather than their names, as we do in the Montessori curriculum. "I-Spy" and counting games can be played in a casual setting. All of these suggestions support our work in the classroom. We do not, however, recommend duplicating the classroom at home and attempting to teach the child the things he will be expected to learn at school. This usually leads the child to be less interested in the classroom materials since he has the same things at home. Any Montessori teacher will be glad to suggest ways you can support her work in the classroom.
Q. What is your discipline policy?
A. Peace education is an important part of Dr. Montessori's philosophy. It is at the heart of the classroom dynamics and something we address on a daily basis with songs, stories, and games. We attempt to solve conflicts among children with an interactive process that engages all parties involved to try to come up with solutions to the problem. Children discuss what happened, how it made each of them feel, and what they can do the next time to avoid or solve the disagreement. Ending with a handshake or a hug is usually enough to send the children off hand-in-hand towards their next adventure together. In group-time activities, we help the children think of a variety of words to express their feelings, and role-play appropriate ways to interact with others. When a child obviously needs a little time alone to gain self-control, he is offered a quiet place in the classroom where he can calm down, and come back to the group when he is ready.
Q. What happens after my child leaves Montessori?
A. Montessori children usually adapt very well to new school situations. They have learned to be independent problem-solvers who make decisions easily and therefore can adapt to new situations with confidence. They work well in groups or by themselves, and have developed good self-images that lead to success in future endeavors.
The goal of both Montessori and Traditional schooling is the same: To provide learning experiences for the child. The biggest differences lie in the kind of learning experiences each school provides and the methods they use to accomplish this goal. Montessori educators believe both differences are important because they help shape what a child learns, his work habits, and his future attitudes toward himself and the world around him.
| Montessori | Traditional |
|---|---|
| Emphasis on Cognitive and Social Development | Emphasis on Rote Learning and Social Behavior |
| Teacher has guiding role | Teacher controls classroom |
| Environment and method encourage self-discipline | Teacher acts as primary enforcer of discipline |
| Mainly individual instruction | Mainly group instruction |
| Mixed age groups | Same age groups |
| Grouping encourages children to teach and collaborate | Teaching is done by teacher; collaboration is discouraged |
| Child chooses own work | Curriculum structured for child |
| Child discovers own concepts from self-teaching materials | Child is guided to concepts by teacher |
| Child is allocated time to work on and complete lesson | Child generally allotted specific time for work |
| Child sets own learning pace | Instruction pace set by group |
| Child spots own errors from feedback of material | Errors in child's work highlighted by teacher |
| Child reinforces own learning by repetition of work and internal feelings of success | Learning is reinforced externally by repetition, rewards and punishment |
| Child can work where he chooses, move about and talk at will (yet not disturb work of others), group work voluntary | Child usually assigned seat; required to participate during group lessons |
| Multi-sensory materials for physical exploration organizes program for learning care of self and environment | No organized program for self-care instruction - left primarily up to parents |
