Please take a moment and watch this short video of one parent’s take on the Montessori method.
The philosophy of Dr. Maria Montessori is at our core. Looking at different educational models and best practices, we are always struck by how progressive her one-hundred-year-old ideal really is; she challenged the ‘assembly line’ model of teaching students in groups based solely on age and recognized that they should be looked at developmentally. Multi-age classes were born of this thinking, and they remain a mainstay of Montessori education today, providing an atmosphere that encourages social interaction for cooperative learning, peer teaching, and emotional development.
The Montessori system allows children to learn by doing. It involves educational materials designed to capture the child’s interest. The environment is prepared in such a way that the child has the freedom to choose his own work. This does not mean that there is no structure. The experienced teacher gently guides this exploration, presenting the appropriate lessons to each child at the right time. Our curriculum is based upon Dr. Montessori’s scientific observations and specifically designed materials that encourage conceptual thinking and lead to abstraction. Montessori teachers, with an open-ended array of learning materials and activities, are empowered to design their own developmentally-responsive and culturally relevant learning environments based on Montessori philosophies.
Montessori children are extremely adaptable. They have learned to work both independently and in groups. Since they have been encouraged to make decisions from an early age, these children are problem-solvers who can make appropriate choices and manage time well. Research has shown that the best predictor of future success is a positive sense of self-esteem. Montessori programs, based upon self-directed, non-competitive activities help children to develop strong self-images and the confidence to face change and challenges with optimism.
“Discipline must come through liberty… We do not consider an individual disciplined only when he has been rendered as artificially silent as a mute and as immovable as a paralytic. He is an individual annihilated, not disciplined.”