MONTESSORI
1. Where did Montessori come from?
Montessori (pronounced MON-tuh-SORE-ee) education was founded in 1907 by Dr. Maria Montessori, the first woman in Italy to become a physician. She based her educational methods on scientific observation of children's learning processes. Guided by her discovery that children teach themselves, Dr. Montessori designed a "prepared environment" in which children could freely choose from a number of developmentally appropriate activities. Now, nearly a century after Maria Montessori's first casa dei bambini ("children's house") in Rome, Montessori education is found all over the world, spanning ages from birth to adolescence.
2. What is the Montessori Method of education?
Maria Montessori never set out to make a system of education. Rather, her methods of teaching evolved from her observations of the children in her care. She observed that the child absorbs from the environment she is in, and using specially designed materials she was able to call to the child's inner desire to learn. These materials are presented in small groups, frequently on the floor, encouraging individual hands-on participation, and peer problem-solving dialogue. The child is allowed certain freedoms to be independent within the highly sequenced structure of the Montessori Method. Control of error is built into manipulative materials and charts, encouraging self-confidence and independence.
3. What is the purpose of the Montessori Method?
Primarily, the purpose of the Montessori method is to provide an environment where the innate abilities of the child can unfold spontaneously, encouraging the development of the person within, allowing the child to achieve his greatest potential. Maria Montessori stated, "the child is the father of the man." As the child develops his inner self, a love of life and learning follows naturally.
4. What ages does Montessori serve?
There are more Montessori programs for ages 3-6 than for any other age group, but Montessori is not limited to early childhood. Many infant/toddler programs (ages 2 months to 3 years) exist, as well as elementary (ages 6-12), adolescent (ages 12-15)
5. When should I start my child in Montessori?
Montessori was herself amazed at the abilities of young children two and three years old. In her environments she discovered that they were able to absorb concrete materials using all their senses simultaneously, a unique ability soon lost. She called these times of special absorption "Sensative Periods", and developed specific materials for that time. As the child grows these periods change, yet the continuum is set in motion for the rest of the child's life. Therefore, the early years are the most important, yet most neglected in many societies. Starting a child at 2 or 3 in a good Montessori environment with well-trained directresses can have results that will remain with the child all her life.
6. What is the difference between Montessori and traditional education?
At the under age six level, Montessori emphasises learning through all five senses, not just through listening, watching, or reading. Children in Montessori classes learn at their own, individual pace and according to their own choice of activities from hundreds of possibilities. The are not required to sit and listen to a teacher talk to them as a group, but are engaged in individual or group activities of their own, with materials that have been introduced to them 1:1 by the teacher who knows what each child is ready to do. Learning is an exciting process of discovery, leading to concentration, motivation, self-discipline, and a love of learning.
Above age 6 children learn to do independent research, arrange field trips to gather information, interview specialists, create group presentation, dramas, art exhibits, musical productions, science projects, and so forth. There is no limit to what they created in this kind of intelligently guided freedom. There no text books or adult-directed group lessons and daily schedule. There is great respect for the choices of the children, but they easily keep up with or surpass what they would be doing in a more traditional setting. There is no wasted time and children enjoy their work and study. The children ask each other for lessons and much of the learning comes from sharing and inspiring each other instead of competing with each other.
Montessori classes place children in three-year-or-more age groups (3-6, 2.5-6, 6-12, and so on), forming communities in which the older children spontaneously share their knowledge with the younger ones. Montessori represents an entirely different approach to education.
7. What special training do Montessori teachers have?
As with the choice of a Montessori school for children, an adult must also exercise wisdom in choosing a teacher training course. Anyone can legally use the name "Montessori" in describing their teacher training organisation. One must be sure the certification earned is recognized by the school where one desires to teach.
8. What curriculum is in a Montessori class?
Basic subjects such as language, math, history, geography, biology, chemistry, geometry, music, physical education, and art are introduced in Montessori classes first in the 3-6 programs. Elementary students, by nature, want more answers to life's questions. The "how, where, what, when" questions are expanded into their environment and beyond. They want to classify, group, get control of their world. So the elementary curriculum developed by Maria, and later by her son and grandson, incorporate that explosion into knowledge from questions with materials that name, classify, and redefine the natural world in which the child has joined. Montessori thought less of her method of teaching as having a curriculum, as following the questions of the child to create individual and group lessons based on where the child is and where the group of children might go. That is not to say that her method is without curriculum, nor that the child does what she wants. Montessori directresses are arduously trained in methodically sequenced lessons, frequently broken into many passages for children who need that degree of gradual movement from concrete to abstract presentation. These sequences in each subject matter make up, but do not necessarily define, the curriculum. Each new group of students dictates which lessons will be given according to the needs of those individual and collective children.
9. How much does Montessori cost?
Because Montessori schools are operated independently of one another tuition varies widely. The tuition is usually tied to the salaries of the staff, the size of the school, the state regulations for ration of staff to children, the cost of living, many other factors. The tuition for a Montessori school is figures on costs to run the school, and are no different than any other private school
10. Can I do Montessori at home with my child?
Yes, you can use Montessori principles of child development at home. Look at your home through your child's eyes. Children need a sense of belonging, and they get it by participating fully in the routines of everyday life. "Help me do it by myself" is the life theme of the preschooler, school age child, teenager, and young adult.
Can you find ways for your child to participate in meal preparation, cleaning, gardening, caring for clothes, shoes, and toys? Providing opportunities for independence is the surest way to build your child's self-esteem and to build the skills needed for life-long learning.
At the school level many homeschooling and other parents use the Montessori philosophy of following the child's interest and not interrupting concentration to educate their children. There is an interesting Montessori homeschooling store here: homeschooling
In school only a trained Montessori teacher can properly implement Montessori education with the specialized learning equipment taught during teacher training, but there are many ideas that can be used in the home with families whose children are in school full-time, or in families where the adults are in charge of the totality of the child's education.
11. How do older students who transfer into Montessori classes adjust?
Some Montessori schools do not allow older students to enter their classes. Most give priority to transferring students from their own or other Montessori schools. Adjustment into Montessori classes depends upon the child, his prior educational experience, innate flexibility, and attitudes toward learning and school. They frequently enter with heightened enthusiasm for the "games" encountered. As they adjust to the more subtle structure of the classroom and their own responsibility for their learning, they usually go through a period of trying the limits. It is not unusual for students entering from more traditional education to want to do everything in the room the first week. The idea of touching, handling, and talking as they work tends to, at first, be overstimulating for some, while intimidating for others. It usually takes 6 weeks to 6 months for students to integrate into the classroom. Once adjusted, however, students who have experienced another form of education can positively engage their peers in introspective observations.
12. Are Montessori children successful later in life?
Research studies show that Montessori children are well prepared for later life academically, socially, and emotionally. In addition to scoring well on standardized tests, Montessori children are ranked above average on such criteria as following directions, turning in work on time, listening attentively, using basic skills, showing responsibility, asking provocative questions, showing enthusiasm for learning, and adapting to new situations.
13. What happens when my child leaves Montessori?
This is the most frequently asked question of most people seeking information regarding Montessori learning. Changing from one environment to another takes self-confidence and patience. Different children respond differently to change. Most children adjust well to the transfer from Montessori to other private or public schools when their self esteems are high. Statistically, those who are in Montessori classrooms longest tend to make the adjustment more smoothly. They usually enter their new environments with a positive, flexible confidence following their experience with, and nurturing of, a real love of learning.
14. Where can I find a good, brief, introduction to Montessori Primary?
MONTESSORI PRIMARY
1. What is a typical day like in the Primary class?
Each and every day we live, laugh, learn, dance, sing, play, work, wonder, and create. The day flows with as few interruptions to your child as possible. The schedule is an independent work period in the morning, followed by a group circle, and play time. At 11am students have their snaks.and continuing their work.
2. What is the desired size of a Primary Montessori classroom?
A Montessori class for the Primary age is fairly large, typically around 30 - 40. Since it is a mixed-age class with ages between 3 and 6 years, a large classroom provides a better mix of different ages and sufficient numbers of the same age. This allows effective interactions between the children of the same age as well as different age groups. An older child helping a younger one is pivotal to the success of a Montessori classroom. This classroom size does not pose a challenge for the teacher since the carefully planned environment allows children to function independently with minimal help from the teacher.
3. What is the student:teacher ratio?
Ideal Student: teacher ratio is 20:1.Our primary classes are staffed with an AMI trained teacher, as well as an adult assistant. We follow all guidelines to ensure safety and supervision of your child.
4. How does the teacher keep track of the progress of students who are working independently?
The Montessori method of education is designed to support different learning styles, helping students learn to learn or study in a way that is effective for them. Students progress as they master new skills, building on their experiences and moving ahead as quickly as they are ready. The children move through a logical progression from the initial lesson to repetition with help or input from the teacher, to independence and mastery. The teacher keeps records of where the child is in this process, looking for signs of mastery and readiness to proceed. An inventory of the lessons and projects completed by each student is reviewed frequently.
5. In a multi-age class, will my five-year-old spend the year taking care of younger children instead of doing his or her own work?
The five year old children in a Montessori class often help the younger children with their work, actually teaching lessons, solidifying their understanding of the lesson. Anyone who has ever had to teach a skill to someone else knows that the process of explaining a new concept or helping someone practice a new skill leads the teacher to learn as much, if not more, than the pupil. This is supported by research. The act of teaching other children also develops leadership skills and confidence.
6. How do you communicate with parents?
Children Workshops will be held twice a year to show the work learned by the child.Conferences are scheduled twice a year with the parents for an in depth discussion of your child’s progression in the class. Parents can request a sit down conference at any other time throughout the year. For general questions, comments, or short discussions, Madhavi is always available for phone at 9490422220 email: medhamontessorihyd@gmail.com to respond to emails, or to meet her on afternoons as well, and you may schedule a meeting with her in advance.
7. How do you handle discipline or behavior issues?
Discipline is required when a child exhibits behavior which is unbecoming o the child or harmful to the people or objects around him. Prevention of misbehavior is our first goal. Lessons of grace and courtesy are given to teach the child how to behave and move about in their class and to interact with others. When misbehavior occurs, there are three ways that we correct it. First, we acknowledge natural consequences, the unavoidable results of undesirable actions or words. For example, a careless movement can cause something to break. Natural consequences are the ideal corrective tool because the child can make the decision to correct her behavior on her own accord. The next direction we turn is to logical consequences. These are decided by the adult and have a logical relationship to the misdeed. Usually, these will limit the child in the freedom she has been abusing. For example, if a child is harming a material they must put it away, making it available for another child to use it correctly. Logical consequences give the child a choice to correct her behavior or have her freedoms restricted. She is immediately able to choose cooperative actions with her next choice of materials. On the rare occasion that natural and logical consequences are not effective, the child’s freedoms are forfeited and the child sits out, taking a few minutes to pull herself together.
8. Why should my child stay in the third year of the Montessori Primary program (kindergarten year)?
The Primary program is based on Maria Montessori’s theories of psychological development which concluded that children needed to be grouped according to their three-year development stages. The three-year cycle is a basic tenet of the Primary Montessori program. Research indicates that things really begin to “come together” in the third year. Montessori is not about memorizing facts but being able to ask questions and find answers. Montessori materials are cyclical, they start out to be concrete and slowly move to the abstract. It is by the third year that facts begin to get internalized.
By going through a three-year cycle a child develops a high degree of self-confidence, independence, and enthusiasm for the learning process and can adapt to all sorts of new situations. There are compelling reasons to consider keeping a child in Montessori through the Elementary program and beyond, but even if he goes off to a traditional school by the time he is in the first grade he will be ready to make new friends and learn new things.
9. Who provides food?
Each child needs to bring his own snacks from home. preferably No junk food is allowed.
MONTESSORI ELEMENTARY
1. What is a Montessori Elementary classroom like?
A Montessori classroom is an exciting place to be. There are many interesting and beautiful resources with which the children can work. There are many interesting books on a wide assortment of topics such as on insects, plants, animals, different countries, history, etc.. However, textbooks, workbooks, and ditto sheets are not used. Instead, children work with many different concrete materials which help them to learn through an active process.
In using these materials the children may make their own books, draw their own maps or time lines, and develop their own projects. As a result, the classroom is a busy, happy place to be.
Since the classroom is well organized, with the intention of making all the materials visible and accessible for the children, the children can find what they want and work without having to wait for the teacher. Some children may be reading while others are doing math. Some people may be studying about ants while others are listening to classical music on headphones.
The children are all engaged in purposeful activity which leads and develops the intelligence. The materials set out in the room have been carefully designed with an educational purpose in mind. Because of this, the children are free to move from activity to activity. They don't need to wait for assignments from the teacher. Meanwhile, the teacher is free to help individuals or small groups.
The teacher is not tied to a routine of having to present a series of large group lessons to the whole class. The classroom is activity-centered rather than teacher-centered. The teacher's job is to prepare the classroom, set out the materials, and then observe the children and determine how to help. The teacher does not need to test the children because it is easy to see how they children are doing by observing their activities.
In this way, the teacher can have immediate, up-to-date information about any child without time being taken way from learning and without threat of failure being imposed upon the child. Without the threat of failure, and with so many intriguing things to do, discipline problems disappear and a friendly, cooperative social community forms. Cooperation rather than competition becomes the tone of the room and adversarial relationships disappear, becoming friendships.