150 Years: The Mixed-Age Classroom

This article is part of a series that we will share throughout the 2020-2021 school year to celebrate the 150th birthday of Dr. Maria Montessori. Check back often for more posts that reflect on the past, present, and future of Montessori education.

There are many elements that make Montessori education stand apart from more conventional methods. One of the most obvious is our mixed-age classrooms. Rather than grouping children by a single chronological age, our classroom environments encompass children spanning across several ages.

We find this method to be a huge benefit. Read on to learn more.

But...why?

There are so many perks to having mixed-age classrooms. Some of the key points include:

Models and leaders

By having children of different ages together in one room, the younger children enter the environment with a variety of older children that serve as models to them. It is often the case that children learn best from one another, and when a 6-year-old watches an 8-year-old work, they quickly understand what is expected and what kind of work lies ahead in their future. As for the older children in the class, they have many opportunities to serve in leadership roles, cultivating skills that are critical as they become independent members of their communities.

Skill progression fluidity

Learning is not linear, for any of us. There are periods of rapid growth, periods of steady progress, and times spent in plateau. This is normal and will vary across subject areas for individual children. This is why we don’t believe it makes sense to deliver a prescribed curriculum to all students at the same time, ultimately leaving some children bored and others struggling. In our classrooms, kids can work and progress at their own rates. These lines are further blurred when we don’t rely on typical grade levels.

Strong relationships

When a child is in a class for three years, it allows the guide to really get to know them not just as a learner, but as a person. Rather than starting from scratch each September, the child-teacher-parent team is already established and can work together on a deeper level and with greater understanding of strengths and goals than they would be able to otherwise.

Enhanced social opportunities

Diversity is important on all levels, and that includes spending time with people of different ages. We have so much to learn from each other, and children gain all sorts of skills from their interactions in a mixed-age classroom, like empathy, patience, and open-mindedness.

Reflection of real life

We would be hard-pressed to find an example outside of conventional schools in which people are sorted into one-year age groups where they spend most of their day. Multi-age classrooms are a much better approximation of what life is really like, and we think children benefit from these early experiences.

What did Dr. Montessori have to say about it?

Maria Montessori had a way with words. While she was a woman of science who relied heavily on her observations, her descriptions and explanations often captured the heart of her audience. Her discussion of the multi-age classroom was no different.

“Our schools have shown how children of different ages help one another. The younger ones watch what the older ones are doing and ask all kinds of questions, and the older ones explain. This is really useful teaching, for the way that a five year old interprets and explains things is so much nearer than ours to the mind of a child of three that the little one learns easily, whereas we would scarcely be able to get through to him. There is harmony and communication between them that is not possible between an adult and such a young child. There is a natural mental osmosis between them. A child of three is also quite capable of taking an interest in the work of a five year old, because in fact the difference in their abilities is not that great.

People are concerned about whether a child of five who is always helping other children will make sufficient progress himself. But, firstly, he doesn’t spend his whole time teaching, but has his own freedom and knows how to use it. Secondly, teaching really allows him to consolidate and strengthen his own knowledge, which he must analyse and use anew each time, so that he comes to see everything with greater clarity. The older child also gains from this exchange.”

How we break it down

Obviously, a Montessori school doesn’t place a 3-year-old in the same classroom as a twelve-year-old (although we do love to find opportunities for children to work together from different periods of growth and development!). Generally speaking, the classrooms take on three-year age spans that roughly correspond with the planes of development.

• Infant/Toddler - Sometimes divided into two separate environments, children aged 0-3 have specific (and similar) developmental needs.

• Primary/Early Childhood - We combine what would be called preschool and kindergarten elsewhere, with children ages 3-6 working alongside one another.

• Elementary - Many Montessori schools have a lower (ages 6-9) and upper (9-12) elementary environment, but others keep them combined.

• Adolescent - As with several of the other age groups, teens aged 12-18 may be placed in separate middle and high school environments, or they may work together for all/part of their day.

Still have questions? Send an email or give us a call. We would love to chat with you about how Montessori serves children in a wide variety of ways.

150 Years: The Preparation of the Teacher

This article is part of a series that we will share throughout the 2020-2021 school year to celebrate the 150th birthday of Dr. Maria Montessori. Check back often for more posts that reflect on the past, present, and future of Montessori education.

There are so many ways in which Montessori education stands apart from other traditional methods. One of the most stark is the way in which our teachers (also known as guides) are prepared for their jobs. To get straight to the point, Montessori educators have the same credentials as their conventional education counterparts...and then some. In this article we highlight what Dr. Maria Montessori had envisioned, what teachers need to become certified today, and what it takes to become a modern Montessori educator.

What did Dr. Montessori have to say?

“An ordinary teacher cannot be transformed into a Montessori teacher, but must be created anew, having rid herself of pedagogical prejudices.” -Maria Montessori, Education for a New World

Montessori believed that the guides in her schools were so vastly different from those in other schools, that they must rid themselves of preconceived notions of education. This is a challenging task, for unless a teacher was a Montessori child themselves, we all hold onto ideas of what school and learning is supposed to be.

Taken at face value, it appears that Montessori is saying that a person who is already a teacher could not become a Montessori teacher. This is not the case. Many teachers enter education and quickly recognize that many schools operate in ways that do not fully serve the children in their care. It becomes obvious that long-held structures and practices were not created with child development in mind, nor do they encourage a love of learning. Sometimes these teachers go in search of alternative education models and are delighted to discover Montessori.

Regardless of one’s education history, a good Montessori teacher has to be able to be flexible in their thinking. They have to be able to confront their own bias. They must be willing to see education in an entirely new way. 

"The vision of the teacher should be at once precise like that of the scientist, and spiritual like that of the saint. The preparation for science and the preparation for sanctity should form a new soul, for the attitude of the teacher should be at once positive, scientific and spiritual.

Positive and scientific, because she has an exact task to perform, and it is necessary that she should put herself into immediate relation with the truth by means of rigorous observation…

Spiritual, because it is to man that his powers of observation are to be applied, and because the characteristics of the creature who is to be his particular subject of observation are spiritual." -Maria Montessori, The Advanced Montessori Method

Montessori based her educational methods on her scientific observations, and she expected her teachers to do the same. Today, Montessori educators rely heavily on their ability to observe children and take careful notes. This information is then used to inform their work in the coming days, weeks, and months. We believe the best way to assess a child is by watching them, unobtrusively, while they are at work. This method gives a clear picture of abilities, strengths, and challenges, and provides an important glimpse into who each child is as a person.

Typical teacher training

Most teachers in today’s conventional education settings must obtain a bachelor’s degree in their particular field. Some areas require teachers to take a standardized examination before obtaining licensure. Some areas require teachers to obtain a master’s degree within a set amount of time (usually a matter of years), while others do not.

All teachers spend some time in a practicum, or student teaching, phase. This allows them to work in a classroom with children without the responsibility of being the head teacher. Many schools and programs provide mentor teachers to new hires, allowing some sort of built-in guidance.

Modern Montessori training programs

Montessori teachers hoping to complete a reputable training program must have already obtained a bachelor’s degree. Many Montessori training programs today are done concurrently with master’s programs, so the educator will complete the program with a degree and their Montessori certificate. The training programs themselves entail many hours of work, often spanning several years. This includes:

• Philosophical and subject area lectures

• Detailed training on the Montessori materials

• Extensive reading requirements

• Written papers

• Practical examinations

• Practicum experience

• Creation of the personal albums (collections of lessons on all subjects)

• Creation of handmade learning materials

While there are many ways to learn about Montessori education, most reputable certifications are affiliated with either the American Montessori Society or the Association Montessori Internationale. While programs associated with these two organizations do vary, there are many commonalities and both are highly regarded. To learn more about each, visit the websites for AMS teacher training and AMI teacher training.

You may be interested to learn that many successful Montessori educators begin their training after having been inspired as Montessori parents. It is hard to see such an amazing model firsthand, through your own child’s experience, and not feel some deep connection with this type of work.

If you’d like to learn more about how our teachers continue their education, or what our school does to support professional development, please reach out! We love to have conversations with families about the work we do here at the school - and beyond.

The Icing on the Cake: Why the Kindergarten Year is Critical

It’s that time of year again - we are all beginning to think about enrollment for the 2021-2022 school year. We hope all the families in our special community will continue with us for another year, but this article is aimed at one specific group of you: the parents of next year’s kindergartners.

We find this tends to be a critical year for many families. Some folks turn to Montessori initially because they are looking for a daycare or preschool experience for their child before they become eligible to attend their local public schools. Once that time comes, it seems natural to make the transition.

We see things a bit differently (of course!).

What’s so different about the final year of the primary cycle?

Many parents want to know what is so special about the third year of the cycle. It is helpful to understand that Montessori programs are organized with the intention that a child will remain for the duration. We embrace the multiple years our guides get to spend with each individual child, and the way we teach reflects as much.

Our curriculum is one that spirals; this means that children are exposed to the same skills, but in very different ways, as they get older. This work begins with the very concrete, as that is what our youngest students are able to learn from. As children age, however, they become ready to learn skills in a more abstract way. So everything they have been practicing in their early primary years comes full circle and all the puzzle pieces begin to click into place.

Another very important element of the final year is the children’s opportunities for leadership. One of the greatest benefits of participating in a multi-age classroom is that when a child is younger they have plenty of older role models. When they are older, they have a chance to be a role model. Our kindergartners lead our younger children in so many ways. They even help teach some lessons, which is one way we as guides know that they have fully mastered academic material.

How will my child’s academics be affected?

There is no doubt that Montessori takes a different approach to academics than most conventional education settings. The irony is, while our primary goal is not to focus on academic rigor, but to honor it as one element of the developing child, in the long run our standards tend to be much higher and our students come away with a much deeper understanding of the content. 

Take our math program for example - many of us grew up learning to memorize the processes to complete various mathematical operations. Some of us struggled at times when things didn’t make sense. In a Montessori school, the materials allow children to understand what exactly is happening with the numbers, allowing them to form mental pictures that make the math make sense on a much deeper level.

This approach does take time, but in the long run children not only have a firm grasp on a wide variety of content, but they are able to think creatively and independently, to be self-driven or work cooperatively, and they have a passion and joy for learning and the world around them. School isn’t just about memorizing facts, it’s about education in a whole-child sense of the word.

But - our local public schools are free…

We understand that independent school tuition can be a burden for many families, and we want our programs to benefit as many children as possible. We don’t want finances to stand in the way of Montessori education for your child. If paying tuition is a challenge, please consider applying for financial aid; we do our very best to help families make it work.

Making the decision

Before you make your final decision, we encourage you to think about what you would ideally like your child’s educational experience to be like. Figure out what your values are and how you define them as a family. Once you do, we would love for you to sit and observe in one of our classrooms and do the same at any other school you are considering.

Our doors are open. If you still have questions or concerns, call us any time to chat.

https://www.youtube.com/watch?v=8euBZVO0p_E

150 Years: The Observations That Drive the Work

This article is part of a series that we will share throughout the 2020-2021 school year to celebrate the 150th birthday of Dr. Maria Montessori. Check back often for more posts that reflect on the past, present, and future of Montessori education.

The entire foundation of Montessori education is built on a legacy of scientific observation. As you likely already know, Dr. Montessori began her career as a physician with absolutely no intention of working in the field of education. Her earliest work in a psychiatric clinic led her down the beginnings of a path that would guide her work for the rest of her life.

She watched, she noticed, and she reserved judgement. From that first clinic, to the various other placements in Rome, to the first Casa dei Bambini, and all the other schools she helped inspire and create throughout her lifetime, she observed. As a scientist, she knew the value of approaching her work without bias, and with intent to collect meaningful data.

Over the years, Montessori began to notice patterns. Just like any one of us, she acknowledged that it is impossible to expect all children to fit into the same parameters, but she realized that there are very distinct characteristics that children of different ages tend to display. Regardless of location, culture, or language, she noticed commonalities emerging, and she used this information to lay forth the planes of development.

The general idea is that learning and development is not linear, but rather flows in cycles.

These planes of development are what guided the original groundwork for the various environments in Montessori schools. From the way we organize our classrooms to the way we present lessons, it’s important that everything we do is meeting the child exactly where they are. As Montessori guides, we use the planes as a guide while we plan, as well as how we approach children with their everyday work. We know that when families first learn about this information, it tends to resonate deeply as they recognize their own child and form a clearer vision for their child’s future.  

The First Plane

Birth-6 years

“Help me do it myself.”

Montessori noted that there were distinct differences between the first and second half of the first plane. She called the child aged 0-3 the spiritual embryo, a concept that is not very dissimilar to what some people today refer to as the fourth trimester. Humans, unlike other organisms, need a significant amount of time after they are born to become fully developed. During these first three years, children’s bodies and minds grow in ways that allow them freedom of movement, as well as critical language skills.

How can we support infants and toddlers?

• Create an environment that encourages rolling, crawling, standing, and walking.

• When a child is old enough to walk, we allow them to do so (even if this means we slow down to meet their pace).

• When your infant babbles, mimic their sounds in a conversation format. This will help them learn how humans communicate.

• As our children develop more sophisticated language skills, engage in regular conversation.

• Read and sing songs together frequently.

• Support their practical life work. This means finding ways for them to independently meet their self-care needs, such as eating, drinking, toileting, and dressing. Of course, they will need full support as infants, but you can gradually nurture their growing independence as time goes on.

Montessori referred to the child aged 3-6 as the conscious worker. Children of this stage want to become masters of their environment, and their play(work) becomes a critical part of their development. The skills they developed during the first three years of life are refined and applied to their continuing development. Children of this age begin to develop their personalities. The way we support them is really continued work:

• Allow young children to be as independent as possible.

• Find ways for them to engage meaningfully and authentically in ‘adult’ tasks, like household chores.

• Create an environment that allows for independent dressing, snacking, etc.

• Continue to read and sing together as they refine their language development.  

To learn more about the first plane specifically, visit Aid to Life.  

The Second Plane

6-12 years

“Help me to think for myself.”

The second plane of development is a time of abstract ideas, great imagination, a deep sense of justice and fairness, and a strong desire to socialize with peers. Children of this age have an enormous capacity to learn about their world and universe, and their curiosity to do so is boundless. One of our greatest tasks is to provide extensive learning opportunities in the cultural areas of study (science, history, & geography) in order to meet these needs. They begin to think outside of themselves and are curious about the world and their place in it. How might we support children during these years?

• Understand their desire to be with their peers and build social opportunities into each day.

• Acknowledge that social skills are still being developed, and children will need guidance when solving conflicts.

• Utilize this social time to create structures in which children can learn to work together cooperatively.

• Provide plenty of books and other sources of information about areas of interest.

• Note that children in the second plane have lost the sense of order they once had when they were younger. While we still need to teach them responsibility and cleanliness, it is completely normal for them to pay less attention to these things and become messier than they once were.

• The second plane is a period of physical growth in which children sometimes become temporarily unaware of where their limbs are. This can lead to periods of general clumsiness, bumping into furniture or people, knocking items over, etc. Just knowing this can be a helpful reminder that it will pass.

• It is important that we remember the great strides and capabilities children have in the areas of math and language during this time as well, and that each child will move at their own individual pace in these subjects.

• We should continue reading with our children as long as they enjoy it (for many children this is into the early third plane) as we can model good reading while also dedicating time to connect with them. 

To read more about the second plane, click here.

The Third Plane

12-18 years

“I can stand on my own.”

The third plane, in many ways, mirrors the first plane. True - adolescent children are much older and independent than young children, but they are on the cusp of transforming into adults. This is one of the greatest shifts during the course of a human life. While teens are going through big physical changes, they are simultaneously experiencing great internal changes. They have a deep drive to push away from their parents and become independent, yet they are not actually able to fully do so. These are important characteristics to keep in mind while we search for ways to support them.

• Make yourself available. Even when it seems like your teen doesn’t want you around, they need to know you are there for them when they do.

• Keep the lines of communication open. Your adolescent is able to discuss much more mature topics, and likely does with their friends. As adults, we can be the people they trust for facts, and we can teach them how to discern conflicting pieces of information on their own.

• Encourage teens to follow their passions. This is a time in their lives when they will begin to discover their future paths. Our task is to support what they choose, even if that involves exploration of many options.

• Support their emotional growth and changes. There will be times of upheaval, but there will also be times of great joy. They will need you there to listen.

• Consider providing opportunities for teens to help out in their community. They will be searching for ways to connect and contribute, and they have the capacity to understand many of the struggles our society faces.

• Allow adolescents to pursue authentic work whenever possible; this could be creating art, fixing old cars, getting a job or apprenticeship, or even starting a business. If a child is motivated and interested, we can guide them on their way.

What does this look like in Montessori schools? Click here to learn more.  

The Fourth Plane

18-24 years

“I can achieve independently.”

As an adult, the early years are a time in which most of us develop a sense of purpose in a deeper sense than we had previously. We refine our goals, further develop our interests, and consider what we might do to contribute to our society. This often comes in the form of a career, but it can take on many other forms as well.

People in this stage are often working toward achieving financial independence - an increasingly challenging task in today’s economy. Luckily, young people are creative, and they find ways to meet their needs within the environment they find themselves in.

For more on what Dr. Montessori had to say on the planes of development, click here.

Practical Life: From Hand Washing to Entrepreneurship

Practical life is one of Montessori education's core components, and it’s one of the vital elements that make it stand out from other models. The work comes in a variety of forms, too. Guides give direct lessons, children are afforded time and space to practice, and much of the learning is built authentically into the daily routine.

What practical life looks like throughout the different stages of childhood is where things get interesting. Read on to learn a bit about the skills we teach at various ages and how you might implement the practice at home with your own child. 

Toddler Environments

• Food tasting - In lieu of a traditional snack time, many toddler classrooms include tasting opportunities. This includes a formal sit down with all the children at a table and incorporates teaching children how to pass serving dishes or serve one another. The fun and routine of regular food tasting allows toddlers to try a variety of foods and flavors that they may not have otherwise.

• Table setting - To prepare for food tasting, children take turns helping to set the table. This is a skill that toddlers are fully capable of (with a bit of guidance) and allows them to contribute to the group while building a sense of confidence.

• Window washing - The funny thing about young children is they love to clean. For adults, a task like washing windows is just one more tedious item to check off the list; for kids it’s an exciting new adventure that makes them feel grown-up. Toddler guides provide children with the necessary tools, they give a brief lesson, and allow the children to practice.

• Sweeping - As you might imagine, there are plenty of spills in any classroom! One of the first ways many Montessori guides teach children to sweep is to tape off a small square on the floor. Children are meant to sweep debris into the square to make it easier to then collect with a dustpan and brush. This is something you can try at home, too.

• Folding napkins - Folding laundry may seem like an endless task, but when your toddlers want to help, let them! Small, square items, like napkins, washcloths, and dish towels, are perfect for small hands to practice with. Demonstrate wordlessly with one or two, then give them a pile to work on. You will be amazed at their intense focus and ability.

• Handwashing - There are specific Montessori lessons to teach a child to wash their hands. This is an especially important skill for them to master now, and parents can easily demonstrate and guide children through the steps at home as well.

• Pouring activities - The opportunities for pouring are endless. Montessori environments may provide children with small trays complete with prepared pouring activities. This may include a small pitcher and a bowl that water can be transferred between.

• Plant care - With guidance, toddlers may begin to learn about basic plant care, including watering.

• Basic organization - We believe it’s important to teach children organization right from the start, and children in the first plane of development have finely tuned sense of order, which makes this great timing. When a child arrives in the morning, they are responsible for hanging their coat on their designated hook. If a child takes a work off a shelf, we teach them how to return it to its proper spot.

• Putting on and taking off one’s coat and shoes - Basic self care is important, and another great opportunity to nurture independence. It may take some time and practice, but toddler guides teach and encourage children to put on and take off their own shoes and coats. Want to try this at home? Check out this great video of the “Montessori coat flip.”

Primary Environments

• Controlled walking - Refinement of gross motor skills is one important area primary children work on throughout the course of their three-year cycle. Montessori guides may tape a circle onto the floor for children to walk on. As a challenging extension, students may hold a bell while walking, with the goal of not allowing it to ring.

• Carrying items - It’s important to teach children how to carry items properly, whether that be a tray of work, a glass of water, or even a chair safely across the room.

• Transfer work - Small trays of transfer work can be found on the shelves of any primary classroom. Children work on their fine motor skills by moving small objects (pom poms, beads, stones) from one bowl or container to another using various tools (tongs, spoons, etc.).

• Using tools - From kitchen tools like whisks and apple slicers, to handy tools like screwdrivers and hammers, primary-aged children have the opportunity to try out and master a wide variety.

• Pouring activities - Much like in the toddler environment, primary children work with pouring activities. Rice is often used, as well as water, and cleaning up spills is a part of the work.

• Rolling mats - Montessori children use work mats to define their space (both for themselves and their classmates). Learning how to properly roll and store these mats makes them neat and available to the next child.

• Plant care - A continuation of the toddler work, children in the primary classroom learn how to water plants, as well as dust their leaves and ensure proper sunlight. They may even have opportunities to garden with their class.

• Cleaning the classroom environment - Children aged 3-6 are still primed with a sense of order, and they delight in assisting in cleaning the classroom environment. Using real mops, brooms, and sponges, they are given lessons and ample time to practice.

• Handwashing - Again, a continuation of the work in the toddler classroom, primary students are taught how to carefully and effectively wash their hands.

• Dressing frames - These lovely Montessori materials consist of a wooden frame with fabric and various types of fasteners. One frame teaches children to button, while another allows for practice zippering, using hooks and eyes, buckling, lacing, tying, and more.

• Food preparation - There are so many skills to be taught in the kitchen (and classroom!). Children typically start with cutting and slicing, then move on to spreading, stirring and mixing, peeling, juicing, and preparing basic multi-step snacks.

• Grace and courtesy - We believe that caring for one another is a big part of our basic practical life skillset. We teach our students how to greet one another, how to have appropriate conversations, and how to welcome a guest into the classroom.

Elementary Environments

• Food preparation - Food prep is often seen as a staple of the primary environment, but it should (and does) continue well beyond. Different schools and teachers approach this work differently, however, and it can take on so many forms. Some classes make a treat for each child’s birthday, while others prepare meals for special occasions, or even weekly.

• Meal preparation - Beyond the act of chopping and cooking, many Montessori elementary students are able to experience the work that comes beforehand, including recipe selection and shopping for ingredients within a budget.

• Cleaning the classroom environment - The glorious sense of order that graces the first plane quickly dissolves when children enter their elementary years. This means there are plenty of messes to clean up, and lots of opportunities to teach children how to do so. Working clean-up time into the regular routine is one way we foster a sense of responsibility in our students.

• Plant and animal care - Elementary children continue to assist with plant care as they did in the primary years, yet this is often extended to assisting the guides with caring for any class pets. This is often done on a rotating basis, as most children are enamored with animals and jobs that involve their care are quite coveted!

• Handwork - It is during the elementary years that children discover the calming nature of handwork. What often begins with simple finger knitting can take on a wide variety of forms. Children in a Montessori class can often be seen engaging in these types of activities during read alouds, when they complete their work, or when they need a moment to calm and/or center themselves.

• Community service - During the second plane of development children are able to see the world beyond themselves. They begin to contemplate society and their role within it, while also harboring a deep sense of justice and fairness. This makes it the perfect time to introduce service learning. Service projects are best formulated by allowing the students to drive the mission with adults serving as guides who help out with logistics.

• Grace and courtesy - As children age, grace and courtesy becomes more about how to interact with others on a deeper level. School-aged children have a strong desire to socialize, but they still have a lot to learn about how to do so with grace. We can help - by teaching skills like conflict resolution, and by reading stories about children who encounter typical social situations, priming them for discussions that create solutions.

• Going out - Elementary children are ready to engage with the larger community. By allowing them to plan trips that are related to their studies or areas of interests, a whole host of skills can be taught, including phone etiquette, taking public transportation, and how to behave in different settings and speak with different people. Beyond the scope of the traditional ‘field trip’, going out involves the development of critical life skills.

Adolescent Environments

• Business management - The Montessori adolescent environment is centered on the students working together to run a business. Their multiple years in the community mean they have opportunities to try out a wide variety of roles, too. While the traditional business is a working farm, many Montessori schools have adapted the concept to meet their own local needs.

• Financial responsibility - Running a business includes making purchasing decisions, setting cost prices, and creating enough revenue to stay afloat. Montessori adolescents are able to have valuable practice making financial decisions before they ever leave for college.

• Independent interactions with community members - Teens are social creatures, and Montessori programs allow them to develop connections with their larger community. Their work includes reaching out to and planning with other adults and businesses in the local community, giving them experience that will help them succeed in the future and be contributing members of their communities.

• Meal planning, preparation, and food service - Whether this work is a part of their business or simply regular preparation of meals for one another, middle- and high-school Montessori students are able to have hands-on experience creating and serving meals to others. This will prepare them to learn healthy eating habits and nurture an appreciation for culinary arts.

• Agricultural skills - Whether a Montessori adolescent program runs a full farm or a CSA for micro-greens, their work incorporates botany and an understanding of local agriculture. At the very least, this gives them an understanding and new connection to their larger food system.

Please note that the skills we have listed for each age group are far from exhaustive. These are just a few of the highlights! We hope you have found this article informative, and maybe even inspiring.  

Recent Research: How Montessori Students Benefit from the Findings

There have been a host of fascinating published research findings in recent years in regard to learning and education. In this article we’ll take a look at just a few of them and explain what the findings mean in relation to Montessori environments.

The demotivating effect (and unintended message) of awards

It is common practice in conventional schools across the nation to give students awards for good attendance records. The hope is that by honoring the hard work of children who physically get to school each day, it will motivate other children to do the same and earn the award. Unfortunately, this study determined that not only was the goal not met, the practice ends up causing a negative effect and actually increases student absences.

It all boils down to motivation.

The study included 15,000 middle and high school students and found that giving students awards for good attendance had the unfortunate effect of decreasing attendance. Researchers believe that the existence of an award creates the idea that good attendance exceeds expectations. Not only does this not motivate most students to ensure their own attendance, but those who receive the award are often not motivated to keep up the habit in the future.

So, what does this mean for Montessori schools? It may be obvious, but you would be hard pressed to find a Montessori school that utilizes attendance awards in the first place. This study is yet another example of why intrinsic motivation is a far more positive tool than extrinsic motivation. In Montessori environments, the cultivation of intrinsic motivation is the backbone of everything we do. This extends far beyond attendance awards to include things like assessments, addressing negative behaviors, and mastering academic skills. So, Montessori community, let’s keep doing what we’re doing.

Gender similarities in the brain during mathematics development

Many folks have long held the belief that girls tend to be more masterful in the areas of language and arts, while boys find ease in the studies of math and science. Not only is this outdated and sexist thinking, it’s scientifically incorrect. Still, so much of what we believe about our world is engrained due to biased learning in our past. Academic studies can help break down our misconceptions in an effort to make progress. 

In this study of children aged 3-10 years old, MRI technology was used while children watched educational math videos. Researchers noted that boys and girls showed similar neural functioning during testing, leading them to the conclusion that there is no noticeable difference in the way children’s brains process mathematical information.

In Montessori classrooms, mathematics learning is highly individualized. Children are able to progress at their own pace, without needing to feel rushed or held back by group lessons or social pressures. In this way, Montessori environments support the findings of this study; children are children - they learn at their own individual rate and variables such as gender should not factor into their work or progress.

Is Summer Learning Loss Real?

Short answer: it’s not. In the 1980s a study revealed what many of us now know as the Summer Slide, a phenomenon in which children who spend their summers playing and not studying show skill regression come the fall. For decades this idea was accepted as fact, that is, until a group of researchers recently attempted to recreate the study and were unable to do so.

Modern researchers attribute this finding to the fact that we now have more advanced, efficient, and effective means of collecting and analyzing data. By clicking the link above, you can see comparative charts showing the original data as well as more recent findings. It’s apparent that with the very rare exception, children tend to plateau or even make gains during the summer months.

Why did we include this in our article? While our students have recently returned from summer vacation, they have also returned from the completely unanticipated and unplanned spring of 2020. Teachers, administrators, families, and children all worked hard and made the best of a very challenging situation, but many of us have been concerned about the long-term negative effects this past spring may have had on our children’s academic progress. The findings of the study give us hope that a temporary pause in regular instruction may not necessarily lead to a loss in skills. We will surely learn more in time, but are encouraged by the findings.

Are you interested in learning more about the ways current research supports the work we do in Montessori schools? We will be sure to share more in the future as more findings become available, but in the meantime, Montessori: The Science Behind the Genius is a great read.

150 Years: The Power of a Story, Part 2

Soul Fire Farm

This article is part of a series that we will share throughout the 2020-2021 school year to celebrate the 150th birthday of Dr. Maria Montessori. Check back often for more posts that reflect on the past, present, and future of Montessori education.

Last month we shared the story of Montessori educator Shawnaly Tabor. This month we highlight the Montessori journey from a different perspective: that of the student. Neshima (17) and Emet (15) Vitale-Penniman are adolescents that began their Montessori primary education at a public Montessori school, and during their lower elementary years transitioned to a private Montessori school. Emet currently attends The Darrow School, where Neshima graduated from this past spring as valedictorian. In addition to their schoolwork, both children work alongside their parents Leah Penniman and Jonah Vitale-Wolff, co-founders of Soul Fire Farm.

Let’s start at the beginning. What are your earliest memories of attending a Montessori school? What did you take away from your time in a primary class that you look back and are glad to have experienced as a young child?

Emet: One of my first memories that I always think about looking back is making patterns with little plastic bears, and just little simple things like that. Making patterns led to complex math equations. Being able to do hands-on learning with materials such as the multiplication board was really helpful.

Neshima: Similarly, just experiencing lots of opportunities to do work that was really formidable and fostered deep-set curiosity, and having a lot of support with finding work that met me where I was at in my academic journey. Just finding things that quenched my curiosity and my love of learning and having teachers that were really supportive of that.

You first attended a public Montessori school before moving to a private Montessori school in lower elementary. Keeping in mind the differences between the two settings, what types of support do you think public Montessori schools might benefit from?

E: With public schools, there are a lot of requirements such as tests, but when I went to private school, they were able to design their own tests that were not required by the state, and I think Montessori should be able to have that freedom so you can go at your own pace. At my public Montessori school, I was working just with kids at my own grade level, but at private Montessori if I wanted to excel in math, I could work with kids at another grade level, but for other subjects still work with kids my age. That was really valuable.

N: That was something I wanted to touch on as well; removing those requirements around testing and this very linear model of academics that public schools are required to adhere to. Also, regarding discipline, at my first Montessori school sometimes small mistakes would result in taking away recess time, in a way that didn’t give students an opportunity to grow. Alternately, at the other school, I felt more invited into a process of changing behavior and acting responsibly, and just building those skills.

How do you think Montessori schools support kids academically? What happened if a subject area or skill was hard for you, or if you felt like you needed more of a challenge?

E: I love how Montessori teaches in a way that you can excel at something and be challenged, because it’s a curriculum built around you, and you’re able to do things that you feel challenged by. But if you’re struggling with something you can get extra help from teachers because there are small classes and just the general learning style. I just love it.

N: For sure, I think the differentiation of being able to move ahead, working with teachers to find work that meets you wherever you’re at or finding a material that’s more interesting or challenging, and being able to work alongside other students that were on the same path and doing the same work, no matter what grade they were in. So, it didn’t matter if you were on a slightly different journey than the standard curriculum. That was something that was really helpful, and that I tried to bring into my high school experience as much as I could with independent studies, so that I could move at my own pace.

Academics are one small part of who we are as we grow. How did your Montessori experience support your growth as a social and emotional person?

E: Montessori helped me learn how to build authentic, deep relationships with people. I still have a lot of friendships that I built in first and second grade. You’re able to learn together, play together, do so many things together, but also take space if you need it. It lets you cultivate relationships and friendships with people. It’s a good space for that.

N: Two things come up for me: One is building strong and accountable relationships with people that are my age - not being afraid to approach someone if there’s a conflict between us, not being afraid to figure out how to resolve it, because I was given some of those tools. The other is having confidence in relationships with adults, just because I felt so close and trusting of my teachers throughout Montessori. I now feel very much able to approach adults with questions I have, or asking them about their life, or for stories, or talking about politics, even. I feel so much more comfortable with that, being able to have these really authentic and meaningful connections with people that are a lot older than me - or even younger than me - just having that range of connection and experience is really meaningful for me.

Maria Montessori thought that educating children with her methods had the potential to change the world. What do you think?

E: I agree with that and it definitely does. The whole Montessori curriculum is about being able to pursue what you want and going at your own pace, building friendships and relationships, and I think that really does have the power to change the world. If everyone were to go to a Montessori school, I think the world could be a pretty great place.

N: Yes, I definitely agree with that. I think it’s so important in these times to have people that are really empathetic and that seek to fully understand another person or situation. So often we get into these really polarized mindsets and it’s easy to just adhere to one set of beliefs or values, and so it’s really important to have people that are curious about others and curious about learning things for the sake of learning not just to pass a test or to memorize, and to apply that to a worldview, and their efforts toward social justice or whatever they’re fighting for. Fully understanding a situation, fully understanding a story is so important, and it’s something that Montessori definitely instills in its students.

Also, regarding conflict resolution: having those tools to approach a challenge with another person or a group of people in a really mature and thoughtful way instead of lashing out and being violent - either with words or physical action - is a really important tool. 

Are there life values that you feel are important that were supported during your time in Montessori schools?

E: Building off what Neshima said, just making sure to get everyone's opinion and sit down and talk about something. To really sit down and have a conversation that needs to be had after a conflict - that’s one of the values I think is so important and I definitely learned from Montessori.

N: A big one, at least in my life, is a love of learning and curiosity. I think that’s so strongly ingrained into Montessori students and applies to both the academic world and beyond. For myself and friends, we love to explore things for the sake of understanding them and just for the sake of that experience. Not to impress anyone or to make any money from it, we really just love to learn about new things. We have an understanding that we can take whatever our passion is and turn it into something that we can pursue for our lifetime - whether that be a career or not. For me that’s been really meaningful, it’s been something that’s carried me through my high school experience and now into gap year and college experiences; it has very strongly guided my path and the way I navigate my life now - that curiosity, that passion for learning.

How has your Montessori education affected who you are as a person today? What are you up to now and what are your plans for the future?

E: Montessori shaped most of who I am. It built values of being kind to people. I probably wouldn’t be at Darrow if it weren’t for Montessori, because I liked how similar they were, with close relationships to teachers, small class size. Those are things I really enjoyed in my Montessori schools; I wanted to have good relationships with my teachers and small class sizes.

Now I am working at Soul Fire Farm creating video series. I’m editing a video series right now for the farm, as well as helping my mom farm and helping my dad with carpentry.

N: Montessori very much respects students and recognizes their maturity and their ability to learn things and apply their knowledge to the world. I feel like primary students aren’t treated like little toddlers; they are treated like the full human beings that they are. This has helped me approach a lot of what I do with confidence in my skills. As a young person I’m able to work on the farm and do farming and carpentry and graphic design and cooking, and feel really dignified in my work even though I’m a young person. I feel like I deserve the pay and praise I get; I feel like I deserve the support I get. I have the sense that the things I do are valued, even though I’m a young person and haven’t gone to school to study about it.

I just graduated high school, and even though it’s very unsettling times I had already been planning to take a gap year. I graduated one year early with the intention of using that fourth year to do a lot of hands-on pursuits of things I’m curious about. I don’t know what I want to pursue career-wise. I don’t think I would have the courage or foresight to do this without Montessori. I was accepted to Brown University, so I will be attending there after my gap year. One of the main reasons I chose that school is because similarly, they allow so much space in the curriculum for curiosity and exploring the things you’re passionate about, and finding the ways they overlap. Working with other students and schools to figure out interdisciplinary solutions to global issues and engineering challenges; that felt like something that was so magnetic and important to me in my college experience.

Is there anything else you think people should know about Montessori education?

N: I love the concept of working toward making Montessori accessible for more people. It’s so important to have low income and POC communities have access to this kind of education, because it is so formidable and so transformative for a lot of people.

I think about how much my parents have been involved, and how much Montessori students are able to invite their parents into their learning...even recently having online school during my last months of high school: I would have design challenges and could ask my dad or brother to work with me. That Montessori mindset is to think of learning as not just independent, it’s something I get to invite other people into. I suppose that’s something Montessori parents can keep in mind; they are lucky and privileged to be excited to be part of their children’s learning experience.

*Interview includes minor editing for length and clarity.

150 Years: The Power of the Story, Part 1

This article is part of a series that we will share throughout the 2020-2021 school year to celebrate the 150th birthday of Dr. Maria Montessori. Check back often for more posts that reflect on the past, present, and future of Montessori education.

Every Montessori journey is a bit different. For some, it starts during childhood as a student. For others, we begin as adults, either in the role of a parent or educator. Sometimes the journey may seem brief, yet what we learn becomes woven into who we are. Other times, Montessori philosophy drives our life’s work.

Over the next several months we will be sharing interviews to highlight a few of these journeys, each from a different perspective. Today we will share that of Shawnaly Tabor, M.Ed.. Shawnaly currently teaches lower elementary at Damariscotta Montessori School in Nobleboro, Maine. She attended Kalispell Montessori School in Montana (now called Woodland Montessori School) as a child and later found herself returning to the method as an educator. We think you’ll find her story fascinating and inspiring.

You were a Montessori student as a child. What was that experience like for you? What were some of the lessons, experiences, or feelings you can recall from your time in that type of learning environment?

One of the strongest, most clear memories I have from being a young Montessori student was in a primary classroom. I had been given a lesson about the golden beads and I clearly remember holding the thousand cube after the lesson and there was sun coming in the window and it was one of those early thousand cubes - they were all the ceramic glass - and so I remember it being a little bit shiny and glittery in the sunlight, and I remember holding it and thinking, “Wow. This is a thousand.” It was so special and I can clearly remember it, and I remember the weight of it, and then looking at it because it was made of all of the individual beads. I remember kind of peering into it to see if I could if I could see beads in between the bead gaps.

Then when I was a little bit older in upper elementary, I remember the Timeline of Life. It showed from simple life-forms through dinosaurs and eventually to humans with pictures, and I remember I was amazed by the beauty of it and the complexity of it and then also how small the human section was at the end.

Are there ways in which your years as a Montessori child colored your experience in other types of educational environments?

 When I got into public school math classes I really enjoyed math and I felt like I understood it well. When the teacher was talking about different concepts, I would get pictures in my head that would help me understand it. At the time I didn’t really realize what was going on until I went to my Montessori training and I was reacquainted with the materials. I realized that through middle school, high school, and even college that I had been picturing a version of what I remembered of the Montessori materials. Working with them really formed a picture in my head that helped me understand math better.

Socially it was a tricky transition, but I realized that it was a tricky transition for everybody. In the valley that I’d lived in there were many small elementary schools and in the seventh grade everybody transitioned to this great big school. Everybody was having the same experience as I was, moving from a small environment to a big environment. I feel like the years I spent working in a Montessori school on independence, self-confidence, and academic skills helped support me through what could have been a really scary experience. Because the academics seemed a bit easier, I was able to make friends, and it helped my transition be easier. And I started to find the excitement within the transition, and I really enjoyed learning.

What led you to your Montessori training? What was training like for you? You mentioned that you had your former teachers as some of your training instructors.

Yes, I was able to come back and be an adult with my Montessori teachers. It was a very interesting experience. One of them had saved something I had written from when I was a child and brought it out during one of the lessons as an example. It was very special, and a little bit silly, and a little embarrassing, but it was wonderful to see them again and to have them as mentors in a new way.

After I received my public school certification and completed my student teaching there, I became aware that I did not want to stay in that system. I debated options, but I decided I wanted to work in the private sector. I researched different options and observed in different schools, but I found my heart was still in the Montessori realm. And that was where I wanted my son to be.

At the time I went to training my son was three and had started going to the Montessori school I went to as a child, too. It was being a parent that really led me back to Montessori. 

What has teaching in a lower elementary environment been like for you? What keeps you returning to the classroom each year?

The kids are so amazing. The way that they see the world and the way that they approach life is different from adults. They don’t have the same life experience and a lot of things are new to them. They’re excited about learning; they’re excited about life. They wear their emotions right in the front, so there’s an emotional honesty working in the lower el. Sometimes it’s really messy but it’s always really beautiful.

The kids have this amazing ability to learn to focus on solutions and they also have this amazing empathy for other people. I would say that every child I have worked with has this beautiful empathy for other people, and it’s just wonderful.

They also say really interesting things, and it’s always from this beautiful kid perspective. I just love it. It’s also the age when they start to develop their sense of humor. The way it develops from first grade to third grade is really fun to watch.

You were a Montessori parent as well. What is your advice for families who are just beginning their journey?

For me it was familiar (the Montessori realm), but for most people it isn’t. So, one of the most important things to know as a Montessori parent is that you’re going to be confronted with a lot of ideas that might be uncomfortable simply because you aren’t used to it. It can feel more abstract because there aren’t grades, and there isn’t a ‘where is my child at according to other children’ mentality. All the kids are on their own track and we treat them as individuals and try to provide what each child needs.

It can feel disconcerting because it isn’t familiar. Even though research shows that it’s really awesome for kids, it can be really uncomfortable for parents. Just be brave and know that you’ll feel that way, and that’s okay, and the teachers are there for you. In a Montessori school it’s different; the teachers are there for the parents, too. We’re all on the same team for your child. They will be there to listen and provide anything the parent needs, as well as the child.

Montessori schools tend to be beautiful, emphasize peace, nature, and social-emotional learning. From the outside, they can look like magical places where everyone is always happy. However, it's important to understand that not every day will be perfect and that the path of development is often difficult and messy. This is okay. Teachers, children, parents, and all other school personnel are humans. We have emotions, make mistakes, and aren't perfect. What Montessori schools do have is a focus on growth and seeing mistakes as part of the path toward improvement. We accept each other on our bad days, just as openly as we accept each other on our good days. The magic in Montessori is not being a perfect, happy environment, it's in seeing the messiness as an aspect of the beauty.

Can you share a bit about your work with Positive Discipline and how you feel the model fits in with Montessori education and parenting?

Yes, it isn’t in every Montessori school even though it does dovetail perfectly. Just like Montessori, Positive Discipline focuses on ways to help the children be independent, resilient, builds communication skills, and self-regulation. What Positive Discipline has is the direct tools for classroom management. We all want children to be independent and resilient, but Positive Discipline offers a how-to guide, almost. It takes the philosophical concepts we all strive for and make it more concrete, so it’s accessible to teachers and parents.

Like with Montessori, it’s focused on long-term change. We want a better society; we’re guiding human beings. Positive Discipline also has that long-term focus. We don’t want to just stop a behavior or start a behavior, we want to help the child develop to be the best human being they can be. It can help those of us who didn’t grow up with those tools, especially in times of stress.

Is there anything else you would like to discuss regarding your personal journey with Montessori education?

It’s been a really impactful thing in my life, even during the times when I didn’t realize it. Sometimes in the moment we don’t realize where we get our strength or resilience, but when I look back a lot of the times when I’ve had something challenging happen - as we all do - I can see how the social-emotional or academic skills that I learned in Montessori have bolstered me through the challenging times. It’s become a foundation and the fabric of who I am, and so even when I don’t realize it, it’s still with me, and still supporting me.

*Edited for length and clarity.

150 Years: Supporting the Growth of Montessori for All Children

This article is part of a series that we will share throughout the 2020-2021 school year to celebrate the 150th birthday of Dr. Maria Montessori. Check back often for more posts that reflect on the past, present, and future of Montessori education.

If you’re reading this article, you are likely already a champion of Montessori education. At the very least, you’ve heard anecdotes or read other articles that have piqued your interest and you want to learn more.

We truly believe that Montessori is an excellent option for children. Beyond that, we believe the philosophy has the power to change the world. Montessori was an advocate for peace, equality, and respect for human beings, no matter their age or abilities.

Maria Montessori’s earliest work centered on children who were marginalized by the society they lived in. She believed that lifting up all members of a society was best for everyone. Today, the vast majority of Montessori schools across the globe are independent schools, leaving access to this important model generally limited to those who can afford it.

What can we do to ensure Montessori is available for everyone? The search for a solution is ongoing, but the journey is a critical one that we must continue to work toward.

How It All Began

At the onset of the twentieth century, a newly graduated Dr. Montessori was put in charge of the Orthophrenic School in Rome. Prior to her arrival, the children who lived there were essentially tucked away from the rest of society in a dull and unstimulating environment. Physicians today may have diagnosed these children with learning disabilities, autism, or other disabilities that caused them to present slightly outside what was considered ‘acceptable’ at the time. These disabilities were not understood, so the solution was to simply send the children away.

Montessori and her colleagues would not accept the environment as it was left to them. They quickly began observing the children, learning more about their needs, and developing activities and materials that helped develop and nurture the senses as well as teach valuable practical life skills. The children soon learned to master activities such as preparing their own meals, and eventually moved on to academic pursuits within the school. After some time, many of these children were able to perform as well as ‘typical’ students on standardized tests.

Shortly after her time at the Orthophrenic School, Montessori was called upon to begin a school in a low-income neighborhood in Rome. The resident parents of young children had to work long days, and since the children were too young to attend grade school, they were left to fend for themselves at home. This resulted in general disruption and chaos, so the manager of an apartment complex thought a primary school could be the answer.

Casa dei Bambini was established in 1907. Once again, Dr. Montessori set to creating materials and lessons that supported the development of the children’s senses and practical life skills. This soon expanded to math, language, and other subject areas. She found it critical to meet with the children’s mothers on a regular basis, so that they may be informed about the learning that was taking place.

It quickly became apparent that not only was this education a positive experience for the children, it was having a profoundly positive impact on the families, and in turn, the entire neighborhood.

Montessori Today

Montessori education continues to flourish today, well into the twenty-first century. In countries across the globe, parents seeking something different than conventional education methods turn to Montessori.

Estimates state there are approximately 20,000 Montessori schools globally, with about 5,000 of those in the United States. Roughly 10% of US Montessori Schools are free public schools, with the remainder existing as tuition-based independent schools.

Independent schools have great benefits. Unbound by federal, state, and district mandates, they are able to fully implement high-fidelity Montessori programs that are encumbered by a wide variety of hurdles faced by public schools, including high-stakes testing. And independent schools are doing what they can to enroll diverse student populations. Annual fundraisers typically contribute to financial aid programs, as do donations made by individuals.

As for public Montessori schools, there are excellent, high-quality examples across the country. The trouble is, public schools face a constant uphill battle to gain autonomy from rigid district requirements, and it can be challenging for some to offer a fully implemented Montessori program.

What does this all mean? While there is an increasing interest in Montessori education, it is largely available to middle- and upper-income families, leaving lower income families with few (if any) options.

Initiatives That Support Change

There are a number of organizations that actively support greater access to Montessori education. Here are just a few: 

Montessori for Social Justice

MSJ’s mission? “We support the creation of sustainable learning environments that dismantle systems of oppression, amplify voices of the Global Majority, and cultivate partnerships to liberate the human potential.” Their work goes beyond simply creating more Montessori opportunities for all; they strive to create a more equitable experience for all. Over the past seven years, their movement has gained widespread support as they continue to address systemic social justice issues and how they relate to Montessori education.

National Center for Montessori in the Public Sector

From their website: “The National Center for Montessori in the Public Sector is an independent non-profit organization supporting the growth of public Montessori with tools and resources, training and orientation, and direct school services.” NCMPS strives to support schools and educators in providing high-quality Montessori education in public schools across the United States. They also release a print and digital news and information source three times annually. More information on that can be found at https://www.montessoripublic.org .

Wildflower Schools

The Wildflower network was born out of one parent’s desire to open a small, independent, neighborhood school that would serve local children. The organization has blossomed into a decentralized network of independent microschools that honor principles such as authentic Montessori instruction, shopfront microschools (1 or 2 classes) led by teachers, innovation, strengthened connections with the home, and a commitment to equity. Wildflower was not necessarily created as an answer to the lack of Montessori for all, but the model lends itself to solving access issues. Many of the schools are opened by teacher-leaders with this goal in mind. One great example is that of Janet Begin’s  work in Haverhill, Massachusetts.

What You Can Do

While there is certainly progress being made, there is still lots of work to be done. Here are some ideas on how each of us might contribute.

• Support high-quality Montessori education. Anyone can say they are ‘Montessori’. For the general public to take Montessori seriously, and for its many benefits to be fully realized, we must focus our efforts on high-fidelity Montessori programs.

• Donate what you can to support scholarship initiatives. Our school welcomes donations that allow us to offer financial aid to families that would not otherwise be able to afford our tuition. The more donations we collect, the more families we can serve.

• Advocate for programs within your local public district that allow innovation. Show your support for your local public schools! The teachers in most public districts face constant pushback when trying to implement innovative approaches. Programs such as federal magnet grants can help schools provide students with alternative education offerings.

Montessori or Conventional: What’s Best for Your Family?

You already know that Montessori is different from conventional education methods. You may have heard some folks rave about the benefits while others share their doubts. The truth is, there are a lot of differences. Montessori education is nothing like the type of schooling that most children experience - including us adults when we were children.

Understanding the differences can help you decide whether Montessori might be a good fit for your family. We invite you to read the comparison below, then come see for yourself. Visiting our classroom environments in person is the very best way to understand our approach.

When viewing this chart please keep two important points in mind:

1. All schools are different. There is no one standard for conventional or Montessori educational settings. The statements below are generalizations, thought widely considered accurate.

2. You may see similar charts like this floating around the internet. Ours is different in that we aim to provide factual, observational comparisons. The intention is not to convince you that Montessori is somehow better, but to assist you in your decision making process. We do, of course, believe in the validity of our methods, but we fully acknowledge that Montessori is not the best fit for every family.

Montessori

Conventional

Mixed Age Groupings

Montessori classrooms utilize a multi-age model. Ranges are typically 3-6, 6-9, and 9-12.

Single Year Chronological Grade Levels

In conventional schools, children generally move to a new grade and class each year.

Individualized Instruction

Teachers are trained to guide children through a set curriculum, however each child sets their own pace and is able to more deeply explore areas of interest.

Group Paced Instruction with Elements of Differentiation

Teachers often teach skills to the whole class at once and pacing does not allow for extra support or challenge. In recent years efforts are being made in some settings to find ways to provide elements of differentiated instruction.

Focus on Intrinsic Motivation

Montessori educators believe that children have an innate desire to learn and that the learning itself is a reward. Progress reports typically include teacher narratives and information on skills that have been presented, practiced, and mastered.

Use of Rewards and Punishments

Conventional schooling typically takes the approach that external rewards are motivators. Children receive grades on their report cards, stickers or stamps on papers deemed “good”, and class celebrations for positive behavior.

Physical Autonomy

Montessori environments are set up so that children may safely and independently use the toilet, eat a snack, and get a drink of water when their bodies signal the need and without the permission of an adult.

Adult Permission Required to Fulfill Certain Needs

In order to maintain order within a class that largely does the same activities at the same time, children have scheduled snack/restroom use times, or they may ask an adult for permission.

One Teacher for Three Years

As a result of multi-age class groupings, children remain with the same teacher for three years.

New Teacher Each Year

In typical conventional schools, children move on to a new classroom with a new teacher each school year.

Variety of Seating Options

Children may choose to sit and work alone or with others, at a table or on a carpeted floor. They may move throughout the day to seek out different seating options.

Desks with Chairs

Most conventional classrooms utilize individual desks with chairs. There are many configurations; some teachers rely on the traditional row formation, while others use desks to form small groups, a horseshoe shape, or other setups.

Select Art on Walls

Framed prints or artwork are hung on classroom walls. Select, specific curriculum materials (such as timelines) may be seen in elementary and adolescent environments.

Environmental Text

Many conventional educators hang reference materials on the walls of their classrooms, as well as motivational and/or decorative posters.

Natural Materials

Montessori classrooms emphasize use of wood, glass, and natural fibers. Plastic is avoided whenever possible

Variety of Materials

A variety of materials can be found in conventional classrooms, with an emphasis on paper and plastic.

Hands-On Materials

Specially designed hands-on materials are used in Montessori classrooms. As children get older (throughout the elementary years), they rely increasingly on pencil and paper, typically using notebooks. There are generally no textbooks, workbooks, or worksheets.

Textbooks, Worksheets, and Manipulatives

A variety of teaching tools are used, including textbooks, workbooks, and photocopied worksheets. In the last two decades, conventional schools are finding ways to include the use of manipulative materials, especially in math and science.

Formative Assessment

Montessori teachers rely heavily on formative assessment, which entails observing a child as they work. During lessons this often means staying flexible enough to change course depending on the child’s understanding of the skill.

Summative Assessment

Teachers in conventional schools rely on a variety of assessment methods, but tend to lean heavily on summative assessment. Examples include tests, quizzes, and graded assignments. Summative assessments place a value on student understanding at a particular point in time.