“Education is a natural process spontaneously carried out by the human individual and is acquired not through listening to words but experiences in the environment.“ - Dr. Maria Montessori
This week I spent time observing in five primary classrooms that each provide students with a supportive learning environment where developmentally appropriate materials and positive learning experiences are clearly contributing to the growth of self-motivated and independent learners. Each class is a multi-age grouping, balancing gender and developmental stages. It is evident that the child teacher ratio assures each child maximum interaction with the teachers, and allows the teachers to observe and guide children individually.
Watching many of the youngest children seek help from an adult or older child as they learn to accomplish the task independently affirmed the marvelous outcomes of freedom and confidence that accompany the journey to self-sufficiency and… the ability to help a friend. At the heart of this process is the notion that we take what we need and we give back what we are able – a quintessential Montessori value.
I observed class circle and the ensuing “work cycle” where children 'assimilate to the environment'. All of the classrooms were demonstrably operating on the Montessori principle of freedom within limits. The children freely worked at their own pace with materials of their choice. The teachers worked with children individually and in small groups, giving lessons and guidance on the prepared Montessori materials. It was common to see a teacher giving a lesson to a few students while the rest of the children focused on work in different areas of the classroom.
The shelves each held materials that children can explore to experience the full breadth of the curriculum through an open process of discovery. Individuality is balanced with an equal sense of responsibility and respect for the classroom community. Students investigated their own interests and chose activities exerting a sense of control over his or her life.
These joyful Montessori classrooms provide freely chosen learning materials to students, which are carefully and thoughtfully designed to offer a solid foundation for reading, writing, creativity, critical thinking, as well as, active participation in a community of others. As a child completes three years in Primary s/he becomes a self-composed, confident, and compassionate leader for the younger children. S/he learns to think independently, learns to learn with joy, and to self-regulate for social harmony - the common good.
*Research at the Universities of Virginia and Wisconsin has recently confirmed what Dr. Montessori observed long ago:
- "Movement optimizes learning. Active bodies create active minds. Montessori learning materials offer challenging work requiring both the body and the mind.
- Interest is key. Children learn best when they are interested. Children in Montessori classrooms choose their work, so they are able to pursue their interests.
- Motivation comes from intrinsic satisfaction. Montessori teachers avoid extrinsic rewards and competition since motivation is reduced when the rewards are removed. The Montessori method nurtures a child’s love of learning and desire to contribute and help others without rewards and punishments.
- Choice and control help children progress. Montessori students choose their activities and manage their time. Students who have control over their educational experience make better decisions, exercise good judgment, and are more deeply engaged in their work.
- Order, beauty and routine are important. Montessori environments are aesthetically beautiful, tidy and organized. An attractive and dependable environment allows children to easily select and complete work and participate in maintaining the classroom.
- Collaboration inspires learning. Children in a multi-age environment learn from each other. Young children benefit from the example and guidance of older children. Up to age 6, children often prefer to work individually or in pairs. Montessori classrooms for young children are designed to accommodate this characteristic. After age 6, children are more likely to work in groups, collaborating on projects. Montessori classrooms for older children allow them to learn this way. Students solve problems by interacting with each other and listening to multiple perspectives. Montessori students have a strong sense of self, and are cooperative and supportive of each other. “
Each stage of Montessori education builds on the preceding one to form a lasting foundation. An authentic and complete Montessori education is truly a value added for life!
*www.curry.virginia.edu/research/centers; www.waisman.wisc.edu/
