PUBLISHED
ARTICLE
Written by Stephen Putnam, Educational Director of Meeting House Montessori School
By nature, I am a skeptical person. So you can imagine my skepticism when my future mother- in-law told me about a school philosophy she thought might interest me. At the time ( 16 years ago), I was recently out of college and very interested in education. I was, however, unimpressed with the educational system that was in place. I felt strongly that there should be more to schooling than sitting and listening. Armed with a degree in psychology with an emphasis on child development, I took my mother-in-law’s advice and observed at a Montessori pre-school. That was the beginning of an inspirational journey that continues to this day.
Here is what I observed then and now understand about Montessori education:
- Children are treated with respect. They are seen as competent contributors to the communities in which they are living and that they have important things to say and experiences to share. When given the opportunity and proper support, they will make sound choices for the betterment of the group and not simply for themselves. Montessori schooled children are given the opportunity to trust themselves. They make mistakes and have success and use both experiences as learning tools. The children are spoken to in a calm and quiet manner and therefore do the same with their peers. They are given the chance to express their feelings while being held accountable for their actions. The children are combined by age groupings ( for example the pre-school is made up of children between the ages of 2.9 to 6 years.). These groupings allow children to see both their past and future. Like a community, the many levels of ability from the mixed age groupings create the need for patience and understanding between the ages. The students learn to rely on each other rather than simply relying on the adult in their classroom to meet their needs. Older children help younger students with many day to day tasks. This empowers the older student as he realizes what he is capable of doing and how important he is for the other children. Essentially the children of a Montessori classroom are re-creating and reinforcing all the social expectations and standards that adults are expected to uphold in every day life- often with better results.
- The natural development of EACH child takes precedent over a standardized curriculum. The teacher “follows the child” to better understand the developmental needs of each child. Instead of arbitrarily assigning tasks for the child to keep her busy, the teacher observes each child to better know specifically what the child is in need of at that moment in the child’s life. When a 3 year old moves around the room and is asking the proper name for materials or items on the shelves or if she is intent on listening to an older child read, the teacher must understand the importance of language to the child. By noticing and addressing these “sensitive periods” of development, the teacher is greeting the child at her place of cognition. This becomes the launching point for work in this particular area, in this case, language development. By observing each child’s ability, the teacher is individualizing the curriculum which leads to greater success on the part of the child. The child is therefore learning at her own pace while meeting her personal developmental needs. Again, because of the mixed age groupings, a child can move ahead of what would traditionally be considered “age appropriate” learning or remain and work through a concept that is challenging and not quite understood. It is amazing to watch two children of similar age, who are at very different levels of development, learning side by side both busy and happy with their current abilities. As one elementary Montessori child put it when asked about the lack of grading; “ We eventually all get A’s, but it takes some people longer than others to understand how to get an A.” In other words, a concept is taught until a child understands it. This is the purest example of “ No child left behind.”.
- The classroom environment is exceptionally important. If children are to be able to construct themselves, they need a place that is created for only them. Small furniture, shelving at their height, and plenty of space for purposeful movement. The classroom must also be clean, bright, and uncluttered. The materials must be beautiful and intact. Each item must have its own place on a shelf and be self-contained and self-correcting. Self-correcting means that a child should not need the intervention of an adult to help explain how the activity is to be used or to point out when he has made an error. The child, through the material, should recognize this for himself. If he cannot see his error, he is developmentally not ready to understand the concept this material was created to reinforce. The materials should require the child to use his senses while learning. Thus allowing the child to understand through which modality he learns best. This learning through the senses also emphasizes the need for individuals to concentrate and listen to what their bodies reveal to them. A game of silence is often played in the classroom whereby the child is asked to listen to himself as he breathes. He is being asked to gain an understanding and control of himself through a deeply concentrative effort. A particularly difficult ( yet necessary) task for a 3 year old. The higher the level at which a child “knows thyself” leads to a greater willingness to attempt new challenges.
- The teachers are facilitators of learning. They are responsible for meeting every child’s needs on an individual basis. This can only be accomplished by copious note taking through observation and a thorough understanding of the natural development of children. Their job, when done well, is to the benefit of every child within the class. When you walk into a well organized Montessori classroom the teacher should not be the first person you notice. She must get down on the floor with the child when working with him. She speaks to each child without condescension. The child’s learning hinges on the teacher’s ability to recognize stages of development but does not necessarily require her intervention. The teacher sets up the environment with materials, models grace and courtesy, reinforces ground rules and most importantly, does nothing to inhibit the learning of the individual.
To this day I remain a skeptical person of many things. Thankfully my days at school supplant this skepticism with a tremendous respect for the ability of the child and a greater hope for the future.
Written by Stephen Putnam, Educational Director of Meeting House Montessori School
By nature, I am a skeptical person. So you can imagine my skepticism when my future mother- in-law told me about a school philosophy she thought might interest me. At the time ( 16 years ago), I was recently out of college and very interested in education. I was, however, unimpressed with the educational system that was in place. I felt strongly that there should be more to schooling than sitting and listening. Armed with a degree in psychology with an emphasis on child development, I took my mother-in-law’s advice and observed at a Montessori pre-school. That was the beginning of an inspirational journey that continues to this day.
Here is what I observed then and now understand about Montessori education:
- Children are treated with respect. They are seen as competent contributors to the communities in which they are living and that they have important things to say and experiences to share. When given the opportunity and proper support, they will make sound choices for the betterment of the group and not simply for themselves. Montessori schooled children are given the opportunity to trust themselves. They make mistakes and have success and use both experiences as learning tools. The children are spoken to in a calm and quiet manner and therefore do the same with their peers. They are given the chance to express their feelings while being held accountable for their actions. The children are combined by age groupings ( for example the pre-school is made up of children between the ages of 2.9 to 6 years.). These groupings allow children to see both their past and future. Like a community, the many levels of ability from the mixed age groupings create the need for patience and understanding between the ages. The students learn to rely on each other rather than simply relying on the adult in their classroom to meet their needs. Older children help younger students with many day to day tasks. This empowers the older student as he realizes what he is capable of doing and how important he is for the other children. Essentially the children of a Montessori classroom are re-creating and reinforcing all the social expectations and standards that adults are expected to uphold in every day life- often with better results.
- The natural development of EACH child takes precedent over a standardized curriculum. The teacher “follows the child” to better understand the developmental needs of each child. Instead of arbitrarily assigning tasks for the child to keep her busy, the teacher observes each child to better know specifically what the child is in need of at that moment in the child’s life. When a 3 year old moves around the room and is asking the proper name for materials or items on the shelves or if she is intent on listening to an older child read, the teacher must understand the importance of language to the child. By noticing and addressing these “sensitive periods” of development, the teacher is greeting the child at her place of cognition. This becomes the launching point for work in this particular area, in this case, language development. By observing each child’s ability, the teacher is individualizing the curriculum which leads to greater success on the part of the child. The child is therefore learning at her own pace while meeting her personal developmental needs. Again, because of the mixed age groupings, a child can move ahead of what would traditionally be considered “age appropriate” learning or remain and work through a concept that is challenging and not quite understood. It is amazing to watch two children of similar age, who are at very different levels of development, learning side by side both busy and happy with their current abilities. As one elementary Montessori child put it when asked about the lack of grading; “ We eventually all get A’s, but it takes some people longer than others to understand how to get an A.” In other words, a concept is taught until a child understands it. This is the purest example of “ No child left behind.”.
- The classroom environment is exceptionally important. If children are to be able to construct themselves, they need a place that is created for only them. Small furniture, shelving at their height, and plenty of space for purposeful movement. The classroom must also be clean, bright, and uncluttered. The materials must be beautiful and intact. Each item must have its own place on a shelf and be self-contained and self-correcting. Self-correcting means that a child should not need the intervention of an adult to help explain how the activity is to be used or to point out when he has made an error. The child, through the material, should recognize this for himself. If he cannot see his error, he is developmentally not ready to understand the concept this material was created to reinforce. The materials should require the child to use his senses while learning. Thus allowing the child to understand through which modality he learns best. This learning through the senses also emphasizes the need for individuals to concentrate and listen to what their bodies reveal to them. A game of silence is often played in the classroom whereby the child is asked to listen to himself as he breathes. He is being asked to gain an understanding and control of himself through a deeply concentrative effort. A particularly difficult ( yet necessary) task for a 3 year old. The higher the level at which a child “knows thyself” leads to a greater willingness to attempt new challenges.
- The teachers are facilitators of learning. They are responsible for meeting every child’s needs on an individual basis. This can only be accomplished by copious note taking through observation and a thorough understanding of the natural development of children. Their job, when done well, is to the benefit of every child within the class. When you walk into a well organized Montessori classroom the teacher should not be the first person you notice. She must get down on the floor with the child when working with him. She speaks to each child without condescension. The child’s learning hinges on the teacher’s ability to recognize stages of development but does not necessarily require her intervention. The teacher sets up the environment with materials, models grace and courtesy, reinforces ground rules and most importantly, does nothing to inhibit the learning of the individual.
To this day I remain a skeptical person of many things. Thankfully my days at school supplant this skepticism with a tremendous respect for the ability of the child and a greater hope for the future.