Teaching Approach

Why Montessori?

It is based on patient observation of child nature by the greatest educational genius since Froebel.

  • It has proved itself of universal application. Within a single generation, it has tried with complete success with children of almost every civilized nation, race, color, climate, nationality, social rank, type of civilization.
  • It has revealed the small child as a lover of work, intellectual work, spontaneously chosen and carried out with profound joy.
  • It is based on the child’s imperious need to learn by doing. At each stage in the child’s mental growth, corresponding environments are provided.
  • While it offers the child a maximum of spontaneity, it nevertheless enables him to reach the same, or even a higher level of scholastic attainment as under the old systems.
  • Though it does away with the necessity of coercion by means of rewards and punishments, it achieves a higher discipline than formerly. It is an active discipline which originates within the child and is not imposed from outside.
  • It is based on a profound respect for the child’s personality and removes from him the preponderating influence of an adult, thus leaving him room to grow independently. Hence the child is allowed a large measure of liberty (not license) which forms the basis of real discipline.
  • It enables the teacher to deal with each child individually in each subject, thus guide him according to his individual needs.
  • Each child works at his own pace. Therefore the quick child is not held back and the slow one is encouraged.
  • It does away with the competitive spirit and its train of baneful results. More than this, at every turn, it presents endless opportunities among the children for mutual help – which is joyfully given and gratefully received.
  • Since the child works from his own free choice, he is freed from danger of overstrain, feelings of inferiority, and other experiences which are apt to be the unconscious cause of profound mental disturbances later in life.
  • Finally, the Montessori Method develops the whole personality of the child, not merely his intellectual faculties but also his powers of deliberation, initiative and independent choice, with their emotional complements. By living as a free member of a real social community, the child is trained in those fundamental social qualities that form the basis of good citizenship.

What is so Unique About a Montessori Classroom?

  • Motivated by self development
  • Ungraded
  • Self-correcting materials
  • Children learn by handling objects and teaching themselves
  • Individual learning
  • Teacher is observer and directress
  • Child completes cycles of activity
  • Few interruptions
  • Freedom to move and work within classroom
  • Emphasis on more cognitive learning
  • Quit by choice and out of regard for others
  • Materials used for specific purpose with sequence of steps
  • Work for joy and sense of discovery
  • Environment provides discipline
  • Encouraged to help one another
  • Child chooses materials
  • Child sets own pace
  • Child free to discover on own
  • Emphasis on concrete things
  • Reality oriented