Arbor Schools: Sammamish, WA

Montessori Education

Quick Links:
	American Montessori Society
	International Montessori Council and Montessori Foundation
	Montessori Connections
	North American Montessori Teachers Association
	Washington Federation of Independent Schools
	Pacific Northwest Montessori Association

Montessori children are unusually adaptable. They have learned to work independently and in groups. Since they've been encouraged to make decisions from an early age, these children are problem-solvers who can make appropriate choices and manage their time well. Encouraged to exchange ideas, discuss their work freely with others, such students' good communication skills ease the way in new settings.

Research has shown that the best predictor of future success is a positive sense of self-esteem. Montessori programs, based on self-directed, noncompetitive activities, help children develop strong self-images and the confidence to face challenges and change with optimism.

For free literature about Montessori education, available publications, affiliated schools in your State, contact AMS Directory of Services or write American Montessori Society, 281 Park Avenue South, New York, NY 10010

Montessori	Traditional
Emphasis on cognitive structures and social development	Emphasis on rote knowledge and social development
Teacher's role is unobtrusive; child actively participates in learning.	Teacher's role is dominant, active; child is a passive participant
Environment and method encourage internal self-discipline	Teacher is primary enforcer of external discipline
Individual and group instruction adapts to each student's learning style	Individual and group instruction conforms to the adult's teaching style
Mixed age grouping	Same age grouping
Children encouraged to teach, collaborate, and help each other	Most teaching done by teacher and collaboration is discouraged
Child chooses own work from interests, abilities	Curriculum structured with little regard for child's interests
Child formulates concepts from self-teaching materials	Child is guided to concepts by teacher
Child works as long as s/he wants on chosen project	Child usually given specific time for work
Child sets own learning pace to internalize information	Instruction pace set by group norm or teacher
Child spots own errors thru feedback from material	Errors corrected by teacher
Learning is reinforced internally thru child's own repetition of activity, internal feelings of success.	Learning is reinforced externally by rewards, discouragements
Multi-sensory materials for physical exploration development	Few materials for sensory, concrete manipulation
Organized program for learning care of self and self-care environment (shoe polishing, sink washing, etc.)	Little emphasis on instruction or classroom maintenance
Child can work where s/he is comfortable, moves and talks at will (yet doesn't disturb others); group work is voluntary and negotiable	Child assigned seat; encouraged to sit still and listen during group sessions
Organized program for parents to understand the Montessori philosophy and participate in the learning process	Voluntary parent involvement, often only as fundraisers, not participants in understanding the learning process