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The Montessori Way 1st ed The Foundations Montessori School Consultation Service pro-
vides a wealth of knowledge and experience when schools need
Cover Photo by Larry Canner more intensive on-site counsel. We work with boards, Heads of
Taken at the Oneness Family School,
Schools, and faculties for Montessori programs, fundraising, capi-
Bethesda, MD
tal campaigns, the search for corporate and foundation support,
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For information about pur-
curriculum development.
chasing additional
copies,or for information The Montessori Foundation inspired the development of the
on any of the products or International Montessori Council, a membership organization
services offered by the for Montessori schools, parents, and educators around the world.
Montessori Foundation, The Council was formed to offer accreditation to Montessori
please call
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educational coordinators, key parent leaders, and trustees.
The
Montessori
Way
The
Montessori
Foundation
Press
Tim Seldin
Paul Epstein, Ph.D.
Acknowledgments
October, 2003 In addition, we would like to express our deep Amoris School (Ashton, MD);
Dedication
M y involvement with The Montessori Foundation and The Montessori Way project stems from
two sources. Looking back, it is clear that my children, Susanna and Nick A., could have bene-
fited greatly from a Montessori education; because of my ignorance and stubbornness when they were
young, I regrettably did not provide them with the opportunity. It took my wonderful friend and business
partner, Dominique Lahaussois, and her son, Pierre Alexander, as well as two other dear friends, Peter
Cherneff and Rachel Lorentzen, to open my eyes. It is to these four people I love so dearly, that this book
is dedicated.
Tony Low-Beer
Foreword
hat is education for? How we answer this question is critical for the future of our children,
W our nation, and our world. Yet all too often it gets lost in debates about standards, testing, and
other procedural reforms that treat education as something to be done to children rather than
for and with them.
The Montessori Way shows that we can, and must, go back to basics to the real purpose of education as
drawing forth from each one of us our full human potential. It is a highly practical book. But it is much more
than that. It describes a way of life a way of thinking about the nature of intelligence, talent, and the poten-
tial for goodness and greatness among all people, a way to nurture and inspire the creativity, curiosity, lead-
ership, love, and imagination that lies within us all. It reminds us that the child is the
mother/father of the woman/man she or he will one day become, and that the most important human task
is to nurture and educate children.
Based on the pioneering work of Maria Montessori, as well as more recent knowledge about how children
develop, learn, and access their full humanity, The Montessori Way embodies what I call partnership
education. It is designed not only to help young people better navigate through our difficult times, but also to
help them create a more peaceful, equitable, and sustainable future.
Rather than relying on a paradigm of domination and submission, of winning and losing, of external
rewards and punishments, of top-down rankings, fear, manipulation, indoctrination, and pressure to
conform, The Montessori Way presents an education that focuses on partnership, independence, mutual
trust, and respect, on both individual achievement and collaboration, while developing our minds and hearts.
Explicitly or implicitly, education gives young people a mental map of what it means to be human. Much
of what young people worldwide learn through both their formal and informal education holds up a
distorted mirror of themselves. When their vision of the future comes out of this limited world view, they can-
not develop their full humanity or meet the unprecedented challenges they face.
In The Montessori Way, Tim Seldin and Paul Epstein offer sound guidelines, practical tools, and
inspiring real-life stories of how, working together teachers, children, parents, and others can create
learning communities where everyone can feel safe and seen for who we truly are, where our essential
humanity and that of others shines through, lifting our hearts and spirits, empowering us to realize our high-
est intellectual, emotional, and spiritual potentials.
In her unshakable faith in the human spirit and her fearless challenge to traditions of domination, Maria
Montessori is one of my role models. Her legacy, as expanded and enriched by countless others, is the gift of
this wonderful book.
1
THE MONTESSORI WAY
Introduction 8
A Typical Montessori Day 11
The Montessori Way 16
Montessoris Philosophy 30
Core Values 30
Intrinsic Motivation 31
Independence and Movement:
Acquiring Self-Discipline 31
Respectful Communities of
Mixed-Age Groups 32
The Prepared Environment 33
The Control of Error 36
The Three-Period Lesson 36
Sensitive Periods 46
4
Brief Answers to Questions
Montessori for Learners with
Parents Often Ask 228
Exceptionalities 199
Finding the Right School 237
SECTION CLOSING THOUGHTS Standards 243
Introduction
In 1907, an Italian physician was invited to open a child-care
What happened will always remain a no one had yet thought to plant flowers in it, but
mystery to me. I have tried since then to under- most beautiful of all was the fact that they had
stand what took place in those children. interesting occupations in which no one, no one at
Certainly there was nothing of what is to be all, interfered. They were left alone, and little by lit-
found now in any House of Children. There tle, the children began to work with concentration,
were only rough large tables. and the transformation they underwent was
noticeable. From timid and wild as they were
I brought them some of the materials which before, the children became sociable and commu-
had been used for our work in experimental nicative. They showed a different relationship with
psychology, the items which we use today as each other, of which I have written in my books.
sensorial material and materials for the exer- Their personalities grew and, strange though it
cises of practical life. I merely wanted to study may seem, they showed extraordinary understand-
the childrens reactions. I asked the woman in ing, activity, vivacity and confidence. They were
charge not to interfere with them in any way, happy and joyous.
as otherwise I would not be able to observe
them. Someone brought them paper and col- This fact was noticed after a while by the mothers
ored pencils, but, in itself, this was not the who came to tell us about it. As the children had
explanation of the further events. There was no had no one to teach them or interfere with their
one who loved them. I myself only visited them actions, they acted spontaneously; their manners
once a week, and during the day, the children were natural.
had no communication with their parents.
But the most outstanding thing about these strange
The children were quiet; they had no interfer- children of the St. Lorenz Quarter was their obvious
ence either from the teacher or from the par- gratitude. I was as much surprised by this as every-
ents, but their environment contrasted vividly one else. When I entered the room, all the children
from that which they had been used to; com- sprang to greet me and cried their welcome.
pared to that of their previous life, it seemed Nobody had taught them any manner of good
fantastically beautiful. The walls were white, behavior. And the strangest thing of all was
there was a green plot of grass outside, though that although nobody had cared for them
*
Maria Montessori (1942), How It All Happened; http://www.montessori-ami.org/ami.htm (January 4, 2003)
8
INTRODUCTION
physically, they flourished in health, as if they that Quarter, so ill famed that it was considered
had been secretly fed on some nourishing food. hells doors, to see for herself the children about
And so they had, but in their spirit. These whom she had heard wonders.
children began to notice things in their homes: a
spot of dirt on their mothers dress, untidiness What was the wonder due to? No one could state it
in the room. They told their mothers not to hang clearly. But it conquered me forever, because it pen-
the washing in the windows but to put flowers etrated my heart as a new light. One day I looked at
there instead. Their influence spread into the them with eyes which saw them differently, and I
homes, so that after a while these also became asked myself: Who are you? Are you the same chil-
transformed. dren you were before? And I said within myself:
Perhaps you are those children of whom it was said
Six months after the inauguration of the House of that they would come to save humanity. If so, I shall
Children, some of the mothers came to me and follow you. Since then, I am she who tries to grasp
pleaded that as I had already done so much for their message to follow them.
their children and they themselves could do noth-
ing about it because they were illiterate, would I And in order to follow them, I changed my whole
not teach their children to read and write? life. I was nearly forty. I had in front of me a doc-
tors career and a professorship at the University.
At first I did not want to, being as prejudiced as But I left it all, because I felt compelled to follow
everyone else that the children were far too them and to find others who could follow them, for
young for it. But I gave them the alphabet in the I saw that in them lay the secret of the soul.
way I have told you. As then it was something
new for me also. I analyzed the words for them You must realize that what happened was some-
and showed that each sound of the words had a thing so great and so stirring that its importance
symbol by which it could be materialized. It was could never be sufficiently recognized. That it will
then that the explosion into writing occurred. never be sufficiently studied is certain, for it is the
secret of life itself. We cannot fully know its causes.
The news spread, and the whole world became It is not possible that it came because of my method,
interested in this phenomenal activity of the writ- for at the time my method did not yet exist. This is
ing of these children who were so young and the clearest proof that it was a revelation that
whom nobody had taught. The people realized emanated from the children themselves.
that they were confronted by a phenomenon that
could not be explained. For besides writing, these (Below) A meal at the Montessori School in the Convent of the
children worked all the time without being forced Franciscan Nuns, Rome, c. 1912.
by anyone to do so.
9
THE MONTESSORI WAY
My educational method has grown from these, Todays Montessori schools incorporate the
as well as from many other revelations, given by discoveries of Maria Montessori as well as
the children. You know, from what I have told recent understandings of how learning and
you, that all the details included in the method development take place. Montessori schools
have come from the efforts to follow the child. are now found in private, public, and home-
The new path has been shown us. No one knows school settings in the United States and
exactly how it arose; it just came into being and abroad. The educational programs located in
showed us the new way. these schools range from infant care to
high school students.
It has nothing to do with any educational Many of these schools are affiliates of,
method of the past nor with any educational or are accredited by, one of a dozen national
method of the future. It stands alone as the and/or international Montessori organiza-
contribution of the child himself. Perhaps it is the tions. Teachers receive Montessori teacher cer-
first of its kind, which has been built by him, step tification after completing rigorous courses of
by step. study. Many teachers describe their own expe-
riences of personal transformation as they,
It cannot have come from an adult person; the too, witness in children astounding capabili-
thought, the very principle that the adult should ties. From a familys perspective, becoming
stand aside to make room for the child, could part of a Montessori school could be thought
never have come from the adult. of as adopting a natural lifestyle we call The
Montessori Way.
Anyone who wants to follow my method must
understand that he should not honor me, but fol- (Below) Students at the Montessori School in the Convent of
low the child as his leader. the Franciscan Nuns, Rome, c. 1912.
10
A TYPICAL MONTESSORI DAY
11
THE MONTESSORI WAY
Madison walks her five-year-old class over the last few weeks. They ing materials. Other lessons are in the
sister, Imani, to her morning supervi- paint quietly, talking back and forth form of direct instruction on, for exam-
sion room. Seven-year-old Justin goes about nothing in particular. ple, the phonetic sounds of letters or
ahead on his own. After dropping off Eventually, Imani tires of painting on names for numerals, geometric
Imani, Madison walks into the middle and cleans up. For a moment, she is shapes, and geographic terms for land-
school wing, where she is a seventh tempted to walk away and leave the forms, continents, and nations.
grader. She joins two of her friends in easel messy; instead, she carefully In another part of the school, Justin
the Commons, and they sit and talk cleans up and puts the materials away, and his classmates begin their lower-
quietly, waiting for class to start at 8:30 as she has learned from more than two elementary day (for children between
A.M. years in Montessori. the ages of six and nine) with a writing
Imanis morning supervision takes At 8:30 A.M., Imanis full-day teacher prompt: Wisdom is ... As each child
place in her regular classroom. After and her assistant arrive, along with completes the writing prompt, the
hanging up her coat, she walks over to several more children.
Judy, the staff member in charge of her Other children follow over
room, and asks if she can help. Judy the next few minutes until
asks Imani to look over the breakfast all twenty-four students and
table and provide any missing napkins the two adults quietly move
and spoons. Imani does this, and when about the room. During the
the table is finally ready, she makes next several hours, Imani
herself a bowl of cereal. Imani adds and her classmates will
milk and walks to a breakfast table to choose learning activities
eat. Children and their parents drift and will involve themselves
into the room every so often; gradual- individually, as well as in
ly the number of children in the small groups. They will
early-morning program grows to about have a variety of lessons
fifteen. from their teachers. Some
After eating her breakfast, Imani are demonstrations, during
brings her bowl and spoon to a dish- which their teachers show
washing table. Bowls and spoons are them how to use the learn-
stacked in a bin. Later in the morn-
ing, several children will choose the
dish-washing activity. All items will be (Right) Most Montessori schools have
completely cleaned and sterilized art materials in the classroom for
afterwards by the dishwasher located use throughout the day. Some
in the classroom. schools have art specialists who
Next, Imani walks to the easel and instruct the children as part of
begins to paint with Teresa, a little girl their weekly curriculum or
of just three, who has only joined the extended-day program.
12
A TYPICAL MONTESSORI DAY
teachers meet with students to review filled with the correct number of hun-
the progress of their work plans. This dred squares, and thousand cubes.
morning, Justin will join a small group They walk back to their work space
for an introductory lesson on how to use and unroll a rug on the floor. The two
the science discovery boxes. The focus girls then place their numeral cards
of the lesson will involve asking inves- across the top of the rug. They place
tigative questions. the unit beads under the green 6
The middle school students start their card; 4 bars of ten beads each under
day with sharing, one of several com- the blue 40 card; 3 squares of hun-
ponents of their morning meeting. By dred beads each under the red 300
speaking about something that has card; and 2 cubes of thousand beads
taken place during the past twenty-four each under the green 2,000 card. The
hours, students come to know one girls now fill their empty tray with
another better and build trust. cards to form the numeral 1,421.
Afterwards, they will break into math Walking to the bank, they again
groups. Madison, along with two of her select the correct quantity of bead
classmates, will present a lesson demon- materials and return to their work rug.
strating the predictive power of a linear They build 1,421 under the 2,346.
equation. Following math, the students The two addends are combined in
will regroup into smaller teams. Each an addition process: the unit beads
team is completing research for multi- are combined and placed in the lower-
media presentations based on several right corner of the rug. The bars of
topics from their global studies. ten are combined and placed to the
Imani, with one of her friends, is also left of the units. This process contin-
working to construct and solve a mathe- ues for the hundred squares and
matical problem: 2,346 + 1,421. This thousand cubes. Their movements
activity reflects their learning accom- mimic the pencil and paper process.
plishments during the past two years. Beginning with the units, the chil-
Each child has used other materials to dren count the combined quantities to
build an understanding of number and determine the result of adding the two
place value. Today, they use a set of together. In this example, the result is
numeral cards to make the first addend: 7 unit beads. They find a green 7 card
2,346. The cards showing the units 1 to to represent this partial sum. If their
9 are printed in green. The cards show- addition resulted in a quantity of ten
ing the tens numerals from 10 to 90 beads or more, the children would
are printed in blue. The hundreds stop at the count of 10 and carry the 10
from 100 to 900 are printed in red, and unit beads to the bank, where they
the cards showing 1,000 to 9,000 are would exchange the 10 unit beads
printed in green again, because they rep- for 1 ten bar: 10 units equals 1 unit
resent units of thousands. of ten. This process of counting and
Imani and her friend look through the labeling quantities is repeated for the
cards and find a green 6, a blue 40, a red tens, hundreds, and thousands.
300, and a green 2,000. They place these To complete this activity, Imani and
numeral cards across the top of a wood- her friend collect pieces of math paper,
(Above) The Stamp Game
en tray and carry it to the bank, a cen- and green, blue, and red pencils. They
tral collection of golden bead materials. copy their problem on their papers: The Stamp Game is not really a game at
They place their tray on the floor, and 2,346 + 1,421 = 3,767. They put their all it is a set of concrete materials that
they gather 6 unit beads. papers in their cubbies and they return allows young children to solve four-digit
Next, they count out 4 bars of ten the pencils, numeral cards, bead mate- math problems; it is a next step on the
beads, which will represent 40. This rials, and tray to their proper places. road to abstraction in the Montessori Math
process is repeated until their tray is Finally, they roll up their work rug and curriculum.
13
THE MONTESSORI WAY
return it to the rug holder. This is, as Five-year-old Imani has another activities involving sorting and
the children proudly say, a big work. plan. She finds her friend Chelsea, and sequencing objects, identifying
It is now almost 10:00 A.M. and the two girls begin talking about a names for nations, arranging geomet-
Imani is hungry. She moves to the puppy named Sam. They begin to ric shapes, and exploring scientific
snack table and prepares several laugh as their story becomes increas- properties.
pieces of celery stuffed with peanut ingly elaborate. Their teacher, Ann, In a very real sense, Imani and
butter. She pours a cup of apple juice, acknowledges their creativity and sug- her classmates are responsible for
using a little pitcher that is just the gests they write a story. This lesson the care of this child-sized environ-
right size for her hands. When she is involves a work rug, a box of wooden ment. Older children show younger
finished, Imani takes the cup to the letters called the Moveable Alphabet, children how to use the materials.
dish-washing table and wipes the pencils, paper, and writing tables. Like When the children are hungry, they
place mat. As with the breakfast dish- the earlier math work, it reflects enor- prepare their own snacks by cutting
es, dish washing is a real-life activity; mous achievements in language learn- raw fruits and vegetables. They go to
the children will wash their own dish- ing. They have already learned the the bathroom without assistance.
es and learn to take care of their own phonetic sounds of letters and how When something spills, they help
needs. (Dishes and utensils will go to blend sounds together to write and each other clean up. They also enjoy
through the dishwasher before the read words. This activity also reflects sweeping, dusting, and washing
next morning.) enormous achievements in develop- windows. They set tables, tie their
Montessori children are usually ing focus or concentration and self-dis- own shoes, polish silver, and steadily
energized by big work. Cleaning up cipline. Imani and Chelsea use the grow in their self-confidence and
from her snack has put Imani in the alphabet to compose a story about a independence. Noticing that the
mood to really clean something. dog named Sam. plants need water, Imani carries the
Younger children will direct their Throughout the morning, Imanis watering can from plant to plant,
energies into a table-washing activity. classmates have completed learning barely spilling a drop.
14
A TYPICAL MONTESSORI DAY
15
MONTESSORIS LEGACY
Montessoris Legacy
It was January 6th (1907), when the but has long since been incorporated into child-sized furniture, the Montessori
first school was opened for small, nor- most early childhood and many elemen- materials, the exercises in Practical Life,
mal children of between three and six tary classrooms thanks to the Open the principal of self-education.
years of age. I cannot say on my meth- Classroom movement of the 1960s.
ods, for these did not yet exist. But in the But if you translate the word casa as
school that was opened my method was home, you will begin to perceive a moral
However, Dr. Rowland Martins and social dimension that transforms
shortly to come into being. On that day
there was nothing to be seen but about understanding of the value of the your understanding of Montessoris idea
fifty wretchedly poor children, rough and Montessori approach was profoundly of a school. Once I realized that Dr.
shy in manner, many of them crying, shaken when she came across a state- Montessori thought of school on the
almost all the children of illiterate par- ment in one of the very first books model of a home, the elements of her sys-
ents, who had been entrusted to my care. written about Dr. Montessoris work in tem took on a different configuration.
the United States (A Montessori Where before I had seen small children
They were tearful, frightened children, so manipulating concrete learning materi-
Mother, by Dorothy Canfield Fisher,
shy that it was impossible to get them to als, I now recognized a domestic scene
speak; their faces were expressionless, Henry Holt and Company, New York,
with its own special form of social life
with bewildered eyes as though they had 1913). The phrase, Casa dei Bambini, and education.
never seen anything in their lives. is being translated everywhere nowa-
days by English-speaking people as Rowland Martin realized that what
It would be interesting to know the origi- The Childrens House; however, its Montessori had established was not
nal circumstances that enabled these correct meaning, both linguistic and simply a classroom in which children
children to undergo such an extraordi-
nary transformation, or rather, that spiritual is The Childrens Home (or would be taught to read and write. The
brought about the appearance of new Childrens Community, ed.). Canfield Casa dei Bambini represented a social
children, whose souls revealed them- Fisher insisted upon this rendering, and emotional environment, where
selves with such radiance as to spread a which she felt of-
light through the whole world. fered a much more
accurate and com-
Dr. Maria Montessori plete insight in-
to the character
25
MONTESSORI PROGRAMS
SECTION
2
MONTESSORI
PROGRAMS
THE PLANES OF DEVELOPMENT
SENSITIVE PERIODS
THE METHOD OF OBSERVATION
THE NORMALIZED CHILD
A GUIDED TOUR OF EARLY CHILDHOOD &
ELEMENTARY MONTESSORI CLASSROOMS
MONTESSORI FOR THE KINDERGARTEN YEAR
ELEMENTARY PROGRAMS
MIDDLE AND HIGH SCHOOL PROGRAMS
INFANT-TODDLER PROGRAMS
MONTESSORI IN THE HOME FOR THE YOUNG CHILD
LEARNERS WITH EXCEPTIONALITIES
41
MONTESSORI PROGRAMS
Montessori Programs
uring a typical Montes- nesses, and interests and anxieties. The Because the specific characteris-
42
PLANES OF DEVELOPMENT
Age 9 Trust
Self-Expression
Age 3 Analytical Thought
Age 18
Imagination Commitment &
Socialization Responsibility
Independence Moral Justice Age 12
Coordination III
Concentration
Order
Age 6 II
Birth I
continual progression; instead, learn the next skill or concept. The fact local performance standards and
there are predominant years of that children are only ready when they requirements for teacher accounta-
attainment (as indicated by the ris- are ready is well known by parents. bility, learning to read, write, and
ing line on the diagram) followed by Unless there is a developmental chal- compute arithmetic will occur only
predominant years of refinement lenge, parents are usually not con- when the child is ready. Learning to
(indicated by the falling line) within cerned with the particular day their sons balance and ride a two-wheel
a period of approximately six years. or daughters first learned to walk and bicycle will only occur when the
However, the diagram should not talk. If walking happened on a Monday, child is ready.
be interpreted to mean that chil- instead of a Wednesday, during the ninth A fundamental Montessori princi-
dren do not attain new understand- month, rather than the tenth, parents ple is to respect each child as a real
ings and capabilities during periods may be proud. person. Respect includes expressing
of refinement. Instead, Montessori Learning to read, however, can be a regard and esteem. Respect also
proposed that there is an overall different matter. Parents may have an involves honoring each childs
tendency for attainment during the expectation for their children to begin readiness for learning. Children do
first three years followed by a ten- reading before they turn five. It would be not usually tell us when they
dency for refinement during the much simpler to educate children if are ready; instead, children respond
second three years. learning to read, write, and compute to specially prepared learning
Montessori educators teach in arithmetic took place according to a environments. Montessori teachers
partnership with children. It is a specific schedule such as in kinder- are trained to prepare these
partnership based on a guiding garten, in first grade, and so on. environments and to observe for
trust a trust that each child will Children do, however, follow their own developmental signals that indicate
show us when she or he is ready to schedule. Despite national, state, and readiness.
43
MONTESSORI PROGRAMS
Contact with Nature and Reality: The classroom objects also represent reality and
nature. Children use real sinks and refrigerators instead of play ones. Because in
real life everyone does not have the same thing at the same time, there is only one
piece of material instead of multiple sets. Dr. Montessori taught that a childs direct
contact with nature results with understanding and appreciating order and harmo-
ny. The Montessori classroom environment is a place of life. Children learn to take
care of plants, animals, and fish. Magnifying glasses, microscopes, and simple
experiments are available for children to observe and learn from nature.
50
MONTESSORI PROGRAMS
54
A GUIDED TOUR OF MONTESSORI CLASSROOMS
T
ogether we are
going to go on
a tour of sever-
al Montessori classes.
Along the way, well
stop and take a look at
children doing all sorts
of things. We are going
to focus most of our
visit on classrooms of
children age three
through six; what Mon-
tessori schools com-
monly call the Primary
or Childrens House
level (in Canada it is
commonly called the
casa level). However,
we will also look in on
the elementary classes
to get a sense of how
the Montessori curricu-
lum extends upward at
the higher level.
We wish to extend a
very special thank you
to the many Montessori
schools that have pro-
vided us access to their
classrooms over the
years. Without their
help, we would never
have been able to com-
pile the many excellent
photos in this section.
55
MONTESSORI PROGRAMS
56
A GUIDED TOUR OF MONTESSORI CLASSROOMS PRACTICAL LIFE
Practical Life
57
CHAPTER NAME
The essence of
independence
is to be able to do
something for
ones self.
Montessori
(Above) Children love to polish
brass and silver, moving on to
learning how to polish their
own shoes.
58
A GUIDED TOUR OF MONTESSORI CLASSROOMS PRACTICAL LIFE
Cleaning up ...
59
MONTESSORI PROGRAMS
Older Montessori students learn all sorts of everyday living skills, from cooking to balancing a
checkbook. They plan parties, learn how to decorate a room, arrange flowers, garden, and
do simple household repairs. Montessori builds many opportunities into the curriculum for
students to learn from hands-on experiences. They learn to cook, set tables, eat together in a
peaceful atmosphere, and steadily grow in their self-confidence and independence.
60
A GUIDED TOUR OF MONTESSORI CLASSROOMS PRACTICAL LIFE
61
MONTESSORI PROGRAMS
L earning
others in a peace-
community is
that Montessori
teaches.
62
A GUIDED TOUR OF MONTESSORI CLASSROOMS LESSONS IN GRACE, COURTESY & COMMUNITY SERVICE
Eleanor, I feel unhappy that you are angry, I did not mean to hurt The core experi-
your feelings. However, Lily is a good friend of mine also, and the ence the students
game we played can be played by only two participants. Had I been gain from these
playing it with you, nobody else could have joined us either. So, you procedures is that
see, its just one of those things. I want to remain your friend. it is necessary to
solve disturbances
With that, Lisa is finished and withdraws her hands. Now it is honestly and with
Eleanors turn to agree or disagree. In any case, they continue the dia- good will to
logue until they reach some kind of agreement, even if that means that maintain a har-
they disagree. At least they are talking, without yelling, screaming, and monious and
blaming. They want to solve the problem. When they have reached an cooperative
agreement, they ring the bell to let the others know. In case they can- atmosphere in the
not come to a positive conclusion, they may ask for a mediator. This community.
63
MONTESSORI PROGRAMS
64
A GUIDED TOUR OF THE MONTESSORI CLASSROOM SENSORIAL
Whats inside?
Children use the
Mystery Box to
help develop their
sense of touch.
65
MONTESSORI PROGRAMS
66
A GUIDED TOUR OF MONTESSORI CLASSROOMS SENSORIAL EXERCISES
Some people have heard that in Montessori, children are taught that there is only one way to work with each material. In truth, the children
explore and discover all sorts of creative ways to work with them. For example, students will construct the Tower horizontally, or line up two
edges to create a vertical stairway. The children will also build the Pink Tower in various combinations with the Brown Stair (described
on page 68), along with some of the other Sensorial materials.
67
GUIDED TOUR OF MONTESSORI CLASSROOMS HISTORY, GEOGRAPHY, & INTERNATIONAL CULTURE
91
MONTESSORI PROGRAMS
92
GUIDED TOUR OF MONTESSORI CLASSROOMS HISTORY, GEOGRAPHY, & INTERNATIONAL CULTURE
93
MONTESSORI PROGRAMS
94
A GUIDED TOUR OF MONTESSORI CLASSROOMS HISTORY, GEOGRAPHY, & INTERNATIONAL CULTURE
Working with a
section of the
Time Line of Life
on the Earth
95
MONTESSORI PROGRAMS
96
GUIDED TOUR OF THE MONTESSORI CLASSROOM HISTORY, GEOGRAPHY, & INTERNATIONAL CULTURE
Montessori Maps
The student above is using a Puzzle Map to draw a
map of North America.
& Globes
(Left) Pin Maps
The Pin Maps challenge the upper
elementary children to master the
names of the countries, capital
cities, and flags of the countries of
several continents. Each label is
printed on a card attached to a pin,
which is placed in the appropriate
hole on the map. A set of control
charts allows these elementary
children to check their own work.
97
MONTESSORI PROGRAMS
98
A GUIDED TOUR OF MONTESSORI CLASSROOMS SCIENCE
that we must offer grand and lofty ideas to the This eight-year-old is working
with a model that depicts the life
human mind. If the idea of the universe is present- cycle of a star. This material is
ed to the child in the right way, it will do more for actually an introduction to the
study of the chemical elements
him than just arouse his interest; it will create in and how the more complex
him admiration and wonder, a feeling loftier than elements are cooked up in the
any interest and more satisfying. nuclear furnace of the stars
atomic fusion.
Maria Montessori
(Right) Model of
the Solar System
99
MONTESSORI PROGRAMS
This elementary
student is exploring
the elements. He
is constructing
models of the
atomic structure
of one element,
placing protons and
neutrons in the
nucleus and
electrons in the
outer shells.
100
MONTESSORI FOR THE ELEMENTARY YEARS
A
is exciting, complex, and different! s children near the end of their kindergarten year in Montessori, many
Elementary Montessori teachers become parents struggle with the question of whether or not to keep their
certified after a rigorous course of study children in Montessori for the elementary program. On the one hand, the
lasting a full year or longer. Qualified typical Montessori five-year-olds self-confidence and love of learning makes many
Montessori teachers at this level are in great families ask: Why tamper with something that is clearly working? On the other
demand and are often hard to find. Older hand, since the children will be moving on to another class one way or the other,
students are also physically larger, requir- many parents feel that the first grade seems to be the logical time to make the
ing more classroom space. In addition to transition from Montessori.
the Montessori materials that students at For many families, a major consideration will be the ability to save thousands of
this level will continue to use, new research dollars a year by taking advantage of the local public schools. Others wonder if a
and teaching materials, such as encyclope- more highly structured and competitive independent school would give their
dias, computers, and microscopes become
child a better preparation for college.
exciting, necessary, and expensive educa-
tional tools. Although each family will analyze the issues in their own way, the familys final
decision will involve an investment in their childrens future. All of us want the
Then theres the issue of accountability. best for our children, and the often unspoken concern of many parents is: Will
This is the level when parents become in- Montessori prepare my child for the real world?
creasingly focused on how their children The answer, by the way, is yes! Montessori works! It has worked for years in
compare to other students of the same age thousands of Montessori schools around the world. Montessori has enjoyed the
who have experienced a non-Montessori support of some of the leading personalities of our time, including President
education. Issues of grading, test scores,
Woodrow Wilson, Alexander Graham Bell, Thomas Edison, Henry Ford, Mahatma
and homework are raised much more
often. Gandhi, Helen Keller, Sigmund Freud, Buckminster Fuller, Bertram Russell, Jean
Piaget, Alfred Adler, Erik Erikson, Anne Frank (who was a Montessori student),
While these challenges should be carefully and David Elkind, just to name a few. One elementary teacher responded to her
considered before expanding an existing parents fears by describing the Montessori Way as follows:
program to include the elementary years, it
is important to remember that Montessori
at the elementary level works! It is the Many parents express the concern that Montessori at the elementary level may not prepare
important next step in the lives of the them for the real world. Im not exactly sure what that means. Is it that their Primary
renaissance adults we hope our children Montessori experience was too secure, too child-centered, too accepting? Surely, those qual-
will someday become, and it is well worth ities cannot be seen as negatives. Is it that there is a sneaking suspicion that all this
the effort that it takes to produce a quality Montessori stuff is fine up to kindergarten, but now its time to face math tests and text
program.
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MONTESSORI PROGRAMS
Authors Note: For this chapter, we have drawn books, standardized curricula and a real school? I suppose it is a
together some of Dr. Maria Montessoris question of examining ones own values regarding education. The
thoughts about the foundation of education at observable fact is that the majority of children in Elementary
the elementary years from three of her books, To Montessori programs achieve high-level academic standards
Educate the Human Potential, From Childhood because they are highly motivated and have been exposed to an
to Adolescence, and Spontaneous Activity in extremely broad and integrated curriculum.
Education. In a few places, we have taken some
liberty with the original translation for the pur- They may not have a weekly math test on which their grade is based,
pose of clarity. but they can prove to you that the answer in division is what one
unit gets. No, they wont have a multiple-choice quiz on Chapter 2
of their science or geography textbook. Rather, they can independ-
The passage to the second level of education is the pas- ently research topics using an encyclopedia, atlas, reference books,
sage from the sensorial, material level to the abstract. maps, microscopes, or magnifying glasses. Real school should
The need for abstraction and intellectual activity engender a love of learning and an acceptance of personal respon-
makes itself felt around the seventh year. sibility for intellectual growth as well as social interaction. Real
Before age seven, the child focuses himself on a sensor- school attempts to shape long-term attitudes and concrete skills nec-
ial exploration and classification of the relationships essary not just to move up to the next grade, but to move up to a
among concrete objects not exploration on the intel- successful and happy life.
lectual plane. The three- to seven-year-old generally is
content to know what something is, along with Elementary children face new developmental challenges. A
a simplistic explanation of its function. The older specially prepared learning environment is just as important
child is oriented toward intellectual discovery and now as it was before during the early childhood years if chil-
investigation. dren are to fulfill their complete learning potential. More than
school achievement test scores are at stake. Learning to iden-
In the second period, the child needs wider boundaries tify, pursue, and communicate deep interests in the world
for his social experiences. He needs to establish social leads children to self-mastery and to habits of lifelong learn-
relationships in a larger society and the traditional ing.
schools, as they have been conceived for so long, can no Elementary Montessori students themselves are often the
longer be sufficient for him. He feels the closed envi- most compelling argument for the value of an Elementary
ronment as a constraint, which is why children of this Montessori education!
age may no longer go to school enthusiastically. He
prefers to catch frogs or play with his friends without What makes Elementary Montessori different?
adult supervision. An education that suppresses the
true nature of the child is an education that leads to the When you observe an Elementary Montessori class at work,
development of unhappy and socially immature adults. you may find it difficult to get a sense of the big picture. Over
It is at age seven that one can note the beginning of an here some students are working on math, some are reading,
orientation toward the judgement of acts as right or while others are working on science. In the corner, a teacher
wrong, fair or unfair ... This preoccupation belongs to a is giving a lesson to a small group of children, while occa-
very special interior sensitivity the conscience. The sionally glancing up to keep an eye on the rest of the class.
seven-to-twelve-year-old period, then, constitutes one of The elementary classroom may appear to be unstructured,
particular importance for moral education ... The adult but these seemingly random, yet obviously purposeful activi-
must be aware of the evolution that is occurring in the ties, are basic to the independent learning and self-directed
mind of the child at this time and adapt his methods to activity of the Montessori approach.
conform with it. While there is a vast range in the level of curriculum on
which the children are engaged, each child is considered as
These three characteristics the childs felt need to an individual. Montessori teachers strive to challenge each
escape the closed environment, the passage of the mind according to his or her developmental needs and abilities.
to the abstract, and the birth in him of a moral sense
serve as the basis for a scheme at the elementary level. Please keep in mind that, while Dr. Montessori developed a
very specific model, individual Montessori schools and class-
Dr. Maria Montessori rooms differ. These components, however, are typically found
in most programs.
116
MONTESSORI FOR THE ELEMENTARY YEARS
117
MONTESSORI PROGRAMS
(Above) Students participate in a lesson on the geological folding of the Earths crust.
who are given worksheets over and community for field trips, and help nology, and philosophy. Beyond this,
over again. These are children who are with celebrations and performances. the Elementary Montessori educator
engaged. needs patience, understanding, re-
Montessori schools are normally Elementary Montessori Teachers spect, enthusiasm, and a profound
small close-knit communities of chil- Serve as Mentors, Friends, and ability to inspire a sense of wonder and
dren, teachers, and parents. They Guides imagination. Such teachers are very
are like an extended family. Everyone rare, but they are absolutely magical!
knows everyone else. Children be- The Elementary Montessori educator Becoming an Elementary Montes-
come close and remain friends with is not so much a teacher in the tradi- sori teacher requires a year of graduate
their teachers and both younger and tional sense as a guide. In more and study and student teaching and count-
older classmates. They grow up and more schools, this title is actually used less hours of hard work to gather or
study together for many years. While to describe their role. create the curriculum materials that
there may not be as many other chil- The Elementary Montessori curricu- constitute a prepared Elementary
dren in the school as they would find lum is very broad and requires the Montessori environment.
in a larger school, their friendships will teacher to have a broad and thorough
tend to be closer. education of his or her own. With les- Academics
Elementary Montessori students sons that range from the history of
can move around. They dont have mathematics to the physics of flight, The Elementary Montessori classroom
to sit at a desk all day long. Students mineralogy, chemistry, algebra, geome- offers an environment in which chil-
work together most of the time, either try, and literature, to name just a few, dren tend to blossom! This may sound
helping one another master skills and the average teacher would be lost. like propaganda, but its true!
information or on group projects. The best Elementary Montessori Dr. Montessori was convinced that
Parents are normally very involved at teachers are renaissance men and children are born curious, creative,
the elementary level as partners women; individuals who are equally
in supporting their childrens educa- interested in mathematics, the sci-
tion. They may come in to teach les- ences, the arts, architecture, literature, (Right) Elementary students often prefer to
sons, take small groups out into the poetry, psychology, economics, tech- work on the floor with their friends.
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MONTESSORI PROGRAMS
Homework should never become a within the growing child through the 2. Things to learn, stated in terms of
battleground between adult and child. process of completing assignments skills and knowledge, such as See
One of our goals as parents and teach- independently. if you can learn how to solve
ers is to help children learn how to For example, many elementary class- these problems well enough so
get organized, budget time, and follow es will send home a packet of At- that you can teach the skill to a
through until the work is completed. Home Challenges for each age group younger student; and
Ideally, home challenges will give in the class. The children have an
parents and children a pleasant op- entire week, through the next week- 3. Products to be submitted, such
portunity to work together on pro- end, to complete them. The following as a play, essay, story, experiment,
jects that give both parent and child Mondays, teachers sit down with the or model.
a sense of accomplishment. They are children to review what worked, what
intended to enrich and extend the they enjoyed, and what they found dif- When possible, teachers will nor-
curriculum. ficult or unappealing. mally build in opportunities for
Montessori challenges children to Depending on the childs level, children to choose among several
think, explore, and pursue tangible assignments normally involve some alternative assignments. Sometimes
projects that give them a sense of reading, research, writing, and some- teachers will prepare individually
satisfaction. Homework is intended thing tangible to accomplish. They negotiated weekly assignments with
to afford students the opportunity may be organized into three groups: each student.
to practice and reinforce skills intro- Whenever students voluntarily
duced in the classroom. 1. Things to be experienced, decide to learn something, they tend
Moreover, there is a certain degree such as reading a book, visiting a to engage in their work with a passion
of self-discipline that can be developed museum, or going to see a play; and attention that few students will
H
ere are just a few examples of priest, or minister and learn as much as Develop a pen pal in another Montes-
assignments that students and you can about this other faith. sori school.
families have found to be both
interesting and challenging: Go to a boatyard and learn what you Prepare a list of all the things that you
can about different kinds of boats, would like to do with your life: career,
Perform an act of charity or extraordi- their purpose, cost, advantages and cities to visit, mountains to climb,
nary kindness. disadvantages. things you want to learn, etc.
Plan and prepare dinner for your Buy some stock and follow its course Teach your dog a new trick.
family with little or no help from your over time. Pretend that you have a thou-
folks. sand dollars to invest ... ten thousand, Build a model of the Parthenon, an
a million. aqueduct, or some other historical
Plan and prepare a dinner for your structure.
family typical of what the ancient Calculate how many square feet of car-
Greeks might have eaten. pet it would take to cover your entire Plant a garden, tree, or some bulbs
house. Convert this number into square around your house.
Read together books that touch the yards. Call two carpet dealers. What
soul and fire the imagination. Discuss kinds of carpet do they offer and what Write a play and perform it with some
the books that the children are read- would it cost to carpet your house? friends for your class.
ing in class on Fridays.
Build a model of the floor plan of your Make puppets with your folks, build
Visit a church or synagogue of a differ- house out of cardboard, one floor at a a puppet theater, and put on a perform-
ent faith than yours. Meet the rabbi, time. Be as careful and exact as you can. ance.
142
MONTESSORI FOR THE ELEMENTARY YEARS
Build a model sailboat using differ- Prepare a time line of the presidents of the Prepare a scale model of the solar
ent types of sail plans. Race them United States, along with picture cards, system in which the distance from
on a pond with your class. name tags, and fact cards. Study until you the sun to Pluto will be two miles.
can complete the timeline on your own. Prepare carefully measured models
Select a city somewhere in the of the planets and sun and calculate
world where you have never Make your own set of constructive trian- the distance that each will need to
traveled. Find out everything that gles, golden beads, or some other familiar be placed on the scale away from the
you can. Montessori material. sun.
143
MONTESSORI PROGRAMS
Tests
Standardized Tests
144
MONTESSORI FOR THE ELEMENTARY YEARS
Any given testing session can be pro- Reporting Student Progress Portfolios of Student Work:
foundly affected by the students emo- In many Montessori schools,
tional state, attitude, and health, Because Montessori believes in indi- two or three times a year,
and to a large degree, what they vidually paced academic progress teachers (and at the elementary
really demonstrate is how well a and encourages children to explore level, students) and sometimes
student knows how to take this kind their interests rather than simply parents go through the stu-
of test. Montessori educators further complete work assigned by their dents completed work and
argue that formal tests are unneces- teachers, we dont assign grades or make selections for their portfo-
sary, since any good teacher who rank students within each class lios.
works with the same children for three according to their achievement.
years and carefully observes their Parents, students, and guides give S t u d e n t / P a r e n t / Te a c h e r
work, knows far more about students and receive feedback in several dif- Conferences: Once the stu-
progress than any paper-and-pencil ferent ways: dents three-month self evalua-
test can reveal. tions are complete, parents, stu-
The ultimate problem with standard- Student Self-Evaluations: At the dents, and teachers will hold a
ized tests in our country is that elementary level, students will family conference two or three
they have often been misunder- often prepare a monthly self- times a year to review their
stood and misinterpreted in other evaluation of their previous childrens portfolios and self-
schools. Tests can be fairly useful when months work. When completed, evaluations and go through the
seen as a simple feedback loop, giv- they meet with the teachers, who teachers assessment of their
ing both parents and school a will review it and add their com- childrens progress.
general sense of how students are ments and observations. Students
progressing. also prepare self-evaluations of Narrative Progress Reports:
Although standardized tests may not the past three months work: what Typically once or twice a year
offer a terribly accurate measure of a they accomplished, what they Montessori teachers will prepare
childs basic skills and knowledge, in enjoyed the most, what they a written narrative evaluation of
our culture, test-taking skills are just found most difficult, and what the students work, social devel-
another Practical Life lesson that chil- they would like to learn in the opment, and mastery of funda-
dren need to master. three months ahead. mental skills.
W ask yourself how would you like her to be when shes eighteen? By what set of values do you hope she
will live? Do you hope that she will still love school and be excited about learning? If so, then you have laid the right
foundation by sending her to Montessori thus far. Like our families and so many millions of others like us, youve
taken the first step. And now the question is whats next? We invite you to follow those of us who have gone before
down the Montessori path. We have discovered it to be the best decision that we could have made for our children.
What your son or daughter has experienced thus far is just the first step in the journey, and the best is yet to come.
145
MONTESSORI PROGRAMS
146
MONTESSORI AT THE SECONDARY LEVELS
147
MONTESSORI PROGRAMS
148
MONTESSORI AT THE SECONDARY LEVELS
149
MONTESSORI PROGRAMS
are now more than two hundred al setting for young adolescents For many years the idea of a
Montessori Middle School programs (twelve- to fifteen-year-olds) as they residential farm school was ex-
in North America with numerous oth- transitioned physically, cognitively, plored, but considered impractical.
ers in various stages of development. socially, emotionally, and morally to Montessori Secondary schools are
There are approximately twenty high adulthood. now found in urban and suburban
schools openly identifying them- Montessori believed the demands settings in the United States, with
selves as Montessori, and a growing of puberty warranted a holiday from enrollments ranging from fewer
number under development. traditional lecture-based instruction. than ten students to public school
Instead of confining students to programs with more than 250 stu-
Montessoris Vision classrooms, she proposed a program dents.
of the Erdkinder that would help them accomplish The cost of organizing a residen-
two key developmental tasks: be- tial Erdkinder program has been
Maria Montessori first proposed her coming psychologically and eco- considered far too high for any
ideas for the reform of secondary nomically independent. Only then, one school to attempt; instead,
education in a series of lectures given she argued, would young adoles- Montessori Middle School pro-
at the University of Amsterdam cents escape from the pettiness of grams attempt to incorporate as
in January 1920. They were later traditional schooling and engage many Erdkinder components as
published during the 1930s as part seriously in the realities of life in possible.
of her work From Childhood to society. The Montessori community look-
Adolescence. Montessori envisioned the Erd- ed on with considerable interest
Dr. Montessoris model of second- kinder as a small community of in 2001 when David Kahn, Direc-
ary education is based on her under- teenagers and adults located in a tor of the North American Mon-
standing of the developmental needs rural setting. Here teachers and stu- tessori Teachers Association
and learning tendencies of early ado- dents would live and work together (NAMTA), opened the Montessori
lescents. In addition to conceiving throughout the year, growing much Farm School in Huntsburg, Ohio
many of the reforms incorporated of their own food and manufacturing in conjunction with the Hershey
into todays most innovative pro- many of the things they would need Montessori School. Serving stu-
grams for early adolescents, Montes- for life in the country, thereby devel- dents from ages twelve to fifteen,
sori added a unique idea: she recom- oping a deep sense of their connec- the Montessori Farm School is a
mended a residential school located tion to the land and the nature and lovely facility and an exciting project
in a country setting. value of work. that has attracted widespread atten-
Montessori believed that by living She envisioned students, under tion, including a substantial article
independently of their families for a adult supervision, managing a hostel in the London Times.
few years in a small rural community, or hotel for visiting parents. The stu- Many leaders in Secondary Mon-
young people could be trained in dents would sell farm goods and tessori education believe that the
both the history of technology and other products in their own store. future will lie primarily with non-
civilization, while learning the practi- These farm management and store residential programs. The opening
cal habits, values, and skills needed to economics would form the basis of of the Farm School, and others
assume the role of an adult in todays meaningful academic studies. like it that may follow, provides an
society. The Erdkinder curriculum would opportunity to test one of Dr.
Envisioning a school where chil- encourage self-expression through Montessoris hypotheses. She pro-
dren would grow their own food and music, art, public speaking, and the- posed that the residential commu-
live close to nature, she called her ater. Students would also study nity, with its artificially created social
program the Erdkinder, which trans- languages, mathematics, science, laboratory, will prove to be of most
lates from the Dutch as the children history of civilizations, cultures, value in the completion of the
of the Earth or children of the and technological innovations. The development of mature, well adjust-
land. Erdkinder would possess a muse- ed young adults.
Dr. Maria Montessori proposed liv- um of machinery, where students A piece prepared by David Kahn
ing and working on a residential farm could assemble, use, and repair their describing the Montessori Farm
school as the best possible education- own farm equipment. School in greater depth follows.
150
MONTESSORI PROGRAMS
174
MONTESSORI INFANT-TODDLER PROGRAMS
Montessori
Infant-Toddler
Programs:
The Best Beginning
175
MONTESSORI PROGRAMS
Genetics play an enormous role. In childs early education. Of course the and skills increases, and that the earli-
addition to the more obvious issues brain is not a muscle, but like a muscle, er we begin a program of intellectual,
such as our sex, eventual height, and the brain only develops through active physical, sensory, and artistic educa-
the color of our eyes, genetics deter- use. This is especially true in the years tion, the more dramatic the result.
mine our special gifts and handicaps, of infancy and early childhood. This is a time of great sensitivity to
predispositions, and many aspects of In the past, many people pictured a language, spatial relationships, music,
our interests, talents, and personalities childs mind as a blank slate on which art, social graces, and so much more.
that scientists are only now beginning adults, through instruction, could If, during this period, the mind is stim-
to understand. write down the content of a good ulated by the childs exposure to a rich
However, whatever potential or pre- education. Likewise, another common environment, the brain will literally
dispositions we inherit from our par- metaphor was that of an empty bowl, develop a much stronger and lasting
ents, they will only be developed if our waiting to be filled with the contents of ability to learn and accomplish. In
bodies are allowed to develop normal- the schools curricula. Montessori short, while our culture may believe
ly. A child who is malnourished in the demonstrated that both concepts are that preschool teachers are the least
critical first six years of life, or who suf- inaccurate. significant educators our children will
fers a devastating disease or physical The young childs mind is more like encounter, in reality the contribution
injury, will normally develop much less that of an acute observer or scientist, that they offer is of incredible impor-
of his or her potential as a human eager to learn, explore, try new things, tance in a childs education.
being than one who enjoys good and master new skills. But most impor- This is especially true of those who
health. tantly, she recognized that with stimu- teach infants and toddlers. So please
Equally important, and most rele- lation, the childs ability to concen- forgive us when we cannot hide our
vant to this book, is the question of the trate, absorb, and master new ideas frustration when parents say things
176
MONTESSORI INFANT-TODDLER PROGRAMS
177
MONTESSORI PROGRAMS
Parent-Infant Programs
178
CLOSING THOUGHTS
SECTION CLOSING
THOUGHTS
3 DOES MONTESSORI PREPARE
CHILDREN FOR THE REAL WORLD?
REFLECTIONS ON A MONTESSORI EDUCATION
THE MONTESSORI WAY
211
CLOSING THOUGHTS
212
DOES MONTESSORI PREPARE CHILDREN FOR THE REAL WORLD?
Montessori
is too
structured!
Children
have to
grow up and
Your children face the
are STILL in real world
Montessori! You d o sooner or
want them to go later! Does Montessori
to college ... Prepare Children
dont you?
Montessori
For the Real World?
has no
structure! Reflections on a
Montessori Education:
Montessori Parents, Educators,
Does any of this sound familiar? and Students
213
CLOSING THOUGHTS
T
he dichotomy inherent in the possibilities correspond to the In the micro-society of the Mon-
your question is false. Mon- uniqueness of each child. tessori classroom, these children will
tessori is the real world. The Some say that Montessori class- learn a great deal about human
Montessori classroom is very much rooms are devoid of competition and, nature and individual personality.
true to life. The child is pursuing an therefore, not part of the real world, They will learn tolerance and respect
interest in the context of many choic- but competition, like cooperation, is as modeled by the Montessori-trained
es. Isnt that what society is all about? natural to life and, therefore, emerges teacher; they will learn about fair-
Montessori children see their own naturally in the Montessori class- ness, about different approaches for
growth, constantly respond to their room. There, children freely compare different needs, and about individual-
own needs in relation to the multi- and contrast each others work. ity in relation to group cooperation.
aged community around them. They Montessorians are careful not to Success is in the eyes of the
learn to make individual choices that exploit the natural competition but beholder; it is largely formed private-
connect with their capabilities. And rather to note how children build or ly, individually, and compassionately
that may be different than making it lose self-esteem in relation to the way by the child and the family. Even the
on Wall Street or becoming a doctor, they perceive themselves or the way Montessori classroom cannot substi-
lawyer, or preacher. others perceive them. And while the tute for the parents faith in the child
The Montessori classroom allows multi-age grouping softens compari- or the childs faith in following his or
for a diversity of individual expres- son because of the variety of stages her own star.
sions, personalities, and cultural ori- present in each classroom over a
gins. We must broaden the images of three-year age span, I would hardly David Kahn,
success: carpenter, welder, automo- consider the Montessori classroom a Executive Director of
The North American Montessori
tive mechanic, beautician, poet shelter from the real world.
Teachers Association (NAMTA)
214
DOES MONTESSORI PREPARE CHILDREN FOR THE REAL WORLD?
215
Does Montessori
prepare children
for the
real world? ...
216
DOES MONTESSORI PREPARE CHILDREN FOR THE REAL WORLD?
217
CLOSING THOUGHTS
I I
know that Montessori educa- recently met a father of three grown children while waiting for my car to be
tion prepares children for repaired. When he learned I was affiliated with a Montessori school he said, Oh,
the real world, probably the Montessori is great! I inquired as to his experience, and it turns out his older
son attended Montessori. He said to me, He is now twenty-five, and we can still see
way that most parents know, and
the difference that his years in Montessori made. It is this kind of intangible sense
thats when they look at their that your child is more solid, centered, independent, or has a unique way of thinking
grown children and observe the about things that is so hard to quantify, yet makes all the difference in the world.
way in which those youngsters
have become adults and faced the Susan French-Lawyer,
Admissions Director
world. Montessori gives children
Montessori School of Syracuse
an ability to face both themselves
and the world in a particular way.
Both of my children who had
Montessori education as very
young children have a quality of
daring and competence in their
own ability that has enabled them
D oes Montessori prepare children for the real world? This is a question I hear
all the time. And my reaction to this question is to ask another question:
Whose world are you talking about? Are you concerned that we are not
preparing children for corporate America or for a world that does not offer freedom of
choice, a world that is not interested in receiving a new productive, contributing mem-
to approach new problems and ber, one who cares about their fellow human beings, possesses a joy of learning, and
challenges with appropriate confi- is a clear thinking, creative, problem-solving, self-confident, compassionate human
dence, great enthusiasm, and being.
focus. What world is out there that would not want or desire an individual prepared for
being fully present in the way that was just described? I have often wondered what real
I believe that this is one of the
world would want anyone prepared in a lesser form.
dispositional outcomes of Montes-
sori, which has never really been Melody Mosby, Program Director
measured, but which is palpable Athens Montessori School,
in most parents experience. Athens, Georgia
I think that most parents who
have had Montessori experiences
with their children at an early age
would agree that there is a quality
to these youngsters who are now
adults that is particular to their
Montessori experience, though it
would be difficult to describe or
define.
Nancy McCormick-
Rambusch, Ph.D.
Noted American Educator,
Founder & First President of
The American
Montessori Society
218
DOES MONTESSORI PREPARE CHILDREN FOR THE REAL WORLD?
219
CLOSING THOUGHTS
220
THE MONTESSORI WAY
*Retrieved August 5, 2003, from the Association Montessori Internationales website http://www.montessori-ami.org/ami.htm
221
CLOSING THOUGHTS
*Retrieved August 20, 2003, U.S. Department of Education web site: http://www.ed.gov/pubs/NatAtRisk/risk.html
222
THE MONTESSORI WAY
223
CLOSING THOUGHTS
ured up to manufacturing standards. Caution should guide decisions and In keeping with the principles of The
After careful study, the companys conclusions, if for no other reason Montessori Way, we imagine children
leaders determined the source of the than that children have continued to graduate from Montessori schools
problem was its work force. To correct learn and grow since the test date. demonstrating:
this situation, the company reformed Discus-sion about who they were and
its policies to hold all employees what they did masks who they are now A passion for learning;
accountable for measurable goals. and what they are capable of today.
Failure to produce would result in ter- The Montessori Way is an alternative The ability to choose and engage
mination. For a while, more products to an approach to education that now for long periods of time in work
were acceptably produced. But fear teaches and tests children for what to that is personally fulfilling;
was rising. As leadership focused on know, and for how to know it, but
faulty products and dismissed workers, without regard for when they under- The ability to identify a social
the quality of the companys work- stand. Children are, in other words, problem and contribute to its
place culture continued to erode. ready only when they are ready. solution;
A new study was commissioned, and The Montessori commitment to
the company realized its problems respect each individual child honors The knowledge of how to respect
came from the raw materials it had to the learning process each child must and restore the natural environ-
work with. Because this was a unique follow as he or she makes meaningful ment;
product, no one vendor could supply sense of knowledge and skills. Learn-
all of the needed raw materials. And, ing is taking place every day and every An understanding of cultural and
because many vendors had to be waking moment. It happens uniquely racial differences as a call for cel-
involved, the raw materials were not for each child. More than being ebration rather than a cause for
standard. Consequently, the materials responsible for external and arbitrary fear; and
would not have the same inherent content standards, Montessori teach-
properties and would not respond to ers are also accountable for facilitating The accomplishment of self-
one manufacturing process. the growth of such qualities as charac- discipline and responsible choice.
Leadership was in a quandary. They ter, grace and courtesy, kindness,
knew multiple manufacturing proce- respect, and the development of self- This is hardly a completed list. Other
dures would be required. But this discipline. characteristics would include initiative,
would require considerable training of Standards now exist in all states for creativity, imagination, conceptual
the work force and an expensive achievement and accountability. But thinking, curiosity, effort, irony, judg-
retooling process. Leadership decided do the standards permit differences in ment, commitment, nuance, good will,
to cover up the results of its new study. learning styles and approaches? Cul- ethical reflection, or a host of other valu-
They would focus, as before, on devel- tural and ethnic diversities? Gender able dispositions and attributes.*
oping stronger accountability stan- differences? These qualities are consistent with the
dards. The email concluded with iden- Test score measures are too narrow; Montessori Way because learning, final-
tifying the company and its unique childhood and the experience of learn- ly, is more than a test performance.
product American schools and the ing are far more complex. Maria Children require age-appropriately
process of educating our children. Montessori wrote: designed classrooms and other environ-
While we are not aware of cover-ups, ments and relationships between
we are terribly aware of the costs of My vision of the future is no longer peo- healthy and whole persons.
not paying attention to the unique ple taking exams and proceeding on to A child can only attend to reading,
capabilities and learning approaches of certification . . . but of individuals pass- writing, and arithmetic when matters
each child. ing from one stage of independence to a of health (nutrition, rest, and emotional
A test score, at best, indicates a spe- higher [one], by means of their own well-being) are consistently assured.
cific performance or the childs re- activity through their own effort of will, When unique capabilities and independ-
sponse to specific test questions on a which constitutes the inner evolution of ence are respected as a life-long method
given day, which is easily affected by the individual. of learning, education cannot be
his or her health and emotional state. standardized and delivered as a one
When it is finally reported weeks or Maria Montessori method teaches all, one test measures
months later, a test score is an artifact. From Childhood to Adolescence all.
*Bill Ayers, quoted in England, C.M. (2003). None of Our Business. Why Business Models Dont Work in Schools. pg. 8. Portsmouth, NH: Heinemann.
224
THE MONTESSORI WAY
225
APPENDIXES
226
APPENDIXES
SECTION APPENDIXES
BRIEF ANSWERS TO QUESTIONS
227
APPENDIXES
228
PARENTS QUESTIONS & ANSWERS
229
APPENDIXES
Why Do Montessori Classes Tend To schools will expect children to attend curiosity that so many children lose
Be Larger than Those Found in five days a week. along the way in traditional class-
Many Other Schools? rooms. They tend to act with care and
Why Is Montessori So respect toward their environment and
Many schools take pride in having very Expensive Compared to each other. They are able to work at
small classes, and parents often won- Conventional Schools? their own pace and ability. The three-
der why Montessori classes are so year Montessori experience tends to
much larger. Montessori classes com- Montessori programs are normally nurture a joy of learning that prepares
monly group together twenty-five to more expensive to organize and run them for further challenges.
thirty children covering a three-year than conventional classrooms due to This process seems to work best
age span. the extensive teacher education need- when children enter a Montessori pro-
Schools that place children together ed to become certified and the very gram at age two or three and stay at
into small groups assume that the high cost of purchasing the education- least through the kindergarten year.
teacher is the source of instruction, a al materials and beautiful furniture Children entering at age four or five do
very limited resource. They reason that needed to equip each Montessori not consistently come to the end of
as the number of children decreases, classroom. the three-year cycle having developed
the time that teachers have to spend Montessori is not always more the same skills, work habits, or values.
with each child increases. Ideally, we expensive. Tuition costs depend on Older children entering Montessori
would have a one-on-one tutorial situ- many factors, including the cost of the may do quite well in this very different
ation. various elements that go into running setting, but this will depend to a large
But the best teacher of a three-year- a particular school, such as the cost of degree on their personality, previous
old is often another somewhat older the buildings and grounds, teacher educational experiences, and the way
child. This process is good for both the salaries, the size of the school,* the they have been raised at home.
tutor and the younger child. In this sit- programs it offers, and whether the Montessori programs can usually
uation, the teacher is not the primary school receives a subsidy payment accept a few older children into an
focus. The larger group size puts the from a sponsoring church, charity, or established class, so long as the family
focus less on the adult and encourages government agency. understands and accepts that some
children to learn from each other. critical opportunities may have been
By consciously bringing children Why Do Most Montessori missed, and these children may not
together in larger multi-age class Schools Want Children to reach the same levels of achievement
groups, in which two-thirds of the chil- Enter at Age Three? seen in the other children of that age.
dren normally return each year, the On the other hand, because of the
school environment promotes conti- Dr. Montessori identified four planes individualized pace of learning in
nuity and the development of a fairly of development, with each stage hav- Montessori classrooms, this will not
stable community. ing its own developmental characteris- normally be a concern.
tics and developmental challenges.
Why Do Most Montessori Schools The Early Childhood Montessori envi- How Can Montessori Teachers
Ask Young Children to Attend Five ronment for children age three to six is Meet the Needs of So Many
Days a Week? designed to work with the absorbent Different Children?
mind, sensitive periods, and the
Two- and three-day programs are often tendencies of children at this stage of Great teachers help learners get to the
attractive to parents who do not need their development. point where their minds and hearts are
full-time care; however, five-day pro- Learning that takes place during open, leaving them ready to learn. In
grams create the consistency that is these years comes spontaneously with- effective schools, students are not so
so important to young children and out effort, leading children to enter much motivated by getting good
which is essential in developing strong the elementary classes with a clear, grades as they are by a basic love of
Montessori programs. Since the pri- concrete sense of many abstract learning. As parents know their own
mary goal of Montessori involves creat- concepts. Montessori helps children childrens learning styles and tempera-
ing a culture of consistency, order, to become self-motivated, self-disci- ments, teachers, too, develop this
and empowerment, most Montessori plined, and to retain the sense of sense of each childs uniqueness by
* In general, larger schools tend to be more cost-effective to run than small ones.
230
PARENTS QUESTIONS & ANSWERS
231
APPENDIXES
In his book, Maria Montessori: Her Life tary level. When it is assigned to tasks that they need to complete,
and Work, E.M. Standing described the older children, it rarely involves while allowing them to decide how
following characteristics of normalization page after page of busy work; long to spend on each and what
in the child between the age of three and instead, the children are given order they would like to follow.
six: meaningful, interesting assign- Beyond these basic, individually tai-
ments that expand on the topics lored assignments, children explore
A love of order; that they are pursuing in class. topics that capture their interest and
A love of work; Many assignments invite parents imagination and share them with
Profound spontaneous and children to work together. their classmates.
concentration; When possible, teachers will
Attachment to reality; normally build in opportunities for Are There Any Tests in
Love of silence and of working children to choose among sever- Montessori Programs?
alone; al alternative assignments. Some-
Sublimation of the possessive times, teachers will prepare Montessori teachers carefully observe
instinct; individually negotiated weekly their students at work. They give
Obedience; assignments with each student. their students informal, individual
Independence and initiative; oral exams or have the children
Spontaneous self-discipline; Is Montessori Unstructured? demonstrate what they have learned
Joy; and by either teaching a lesson to another
The power to act from real choice At first, Montessori may look un- child or by giving a formal presenta-
and not just from idle curiosity. structured to some people, but it is tion. The children also take and
actually quite structured at every prepare their own written tests to ad-
Is Montessori for All Children? level. Just because the Montessori minister to their friends. Montessori
program is highly individualized children usually dont think of assess-
The Montessori system has been used does not mean that students can do ment techniques as tests so much as
successfully with children from all socio- whatever they want. challenges. Students are normally
economic levels, representing those in Like all children, Montessori stu- working toward mastery rather than a
regular classes as well as the gifted, chil- dents live within a cultural context standard letter grade scheme.
dren with developmental delays, and that involves the mastery of skills
children with emotional and physical and knowledge that are considered Standardized Tests: Very few Montes-
disabilities. essential. sori schools test children under the
There is no one school that is right Montessori teaches all of the first or second grades; however, most
for all children, and certainly there are basics, along with giving students Montessori schools regularly give ele-
children who may do better in a smaller the opportunity to investigate and mentary students quizzes on the con-
classroom setting with a more teacher- learn subjects that are of particular cepts and skills that they have been
directed program that offers fewer choic- interest. It also allows them the abil- studying. Many schools have their
es and more consistent external ity to set their own schedule to a older students take annual standard-
structure. large degree during class time. ized tests.
Children who are easily overstimulated, At the early childhood level, While Montessori students tend to
or those who tend to be overly aggres- external structure is limited to score very well, Montessori educators
sive, may be examples of children who clear-cut ground rules and correct are deeply concerned that many
might not adapt as easily to a Montessori procedures that provide guidelines standardized tests are inaccurate,
program. Each situation is different, and it and structure for three- and four- misleading, and stressful for children.
is best to work with the schools in your year-olds. By age five, most schools Good teachers, who work with the
area to see if it appears that a particular introduce some sort of formal sys- same children for three years and
child and school would be a good match. tem to help students keep track of carefully observe their work, know far
what they have accomplished and more about their progress than any
Is Montessori Opposed to Homework? what they still need to complete. paper-and-pencil test can reveal.
Elementary Montessori children The ultimate problem with stan-
Most Montessori schools do not assign normally work with a written study dardized tests is that they have often
homework to children below the elemen- plan for the day or week. It lists the been misunderstood, misinterpreted,
232
PARENTS QUESTIONS & ANSWERS
and poorly used to pressure teachers Narrative Progress Reports: In many There will naturally be trade-offs if
and students to perform at higher Montessori schools, once or twice a a Montessori child transfers to a tra-
standards. Although standardized tests year, teachers prepare a written narra- ditional school. The curriculum in
may not offer a terribly accurate meas- tive report discussing each students Montessori schools is often more
ure of a childs basic skills and knowl- work, social development, and mastery enriched than that taught in other
edge, in most countries test-taking of fundamental skills. schools in the United States. The val-
skills are just another Practical Life ues and attitudes of the children and
lesson that children need to master. Will My Child Be Able to Adjust to teachers may also be quite different.
Traditional Public or Private Schools Learning will often be focused more
How Do Montessori Schools After Montessori? on adult-assigned tasks done more
Report Student Progress? by rote than with enthusiasm and
By the end of age five, Montessori chil- understanding.
Because Montessori believes in indi- dren are normally curious, self-confi- There is an old saying that if some-
vidually paced academic progress, dent learners who look forward to going thing is working, dont fix it. This
most schools do not assign letter to school. They are normally engaged, leads many families to continue their
grades or rank students within each enthusiastic learners who honestly want children in Montessori at least
class according to their achievement. to learn and who ask excellent ques- through the sixth grade. As more
Student progress, however, is meas- tions. Montessori High Schools are opened
ured in different ways, which may Montessori children by age six have in the United States and abroad, it is
include: spent three or four years in a school likely that this trend will continue.
where they were treated with honesty
Student Self-Evaluations: At the ele- and respect. While there were clear Is Montessori Opposed to
mentary level, students will often pre- expectations and ground rules, within Competition?
pare a monthly self-evaluation of the that framework, their opinions and
past three months work: what they questions were taken quite seriously. Montessori is not opposed to com-
accomplished, what they enjoyed Unfortunately, there are still some petition; Dr. Montessori simply
the most, what they found most teachers and schools where children observed that competition is an inef-
difficult, and what they would like to who ask questions are seen as challeng- fective tool to motivate children to
learn in the three months ahead. ing authority. learn and to work hard in school.
When completed, they will meet with It is not hard to imagine an independ- Traditionally, schools challenge stu-
the teachers, who will review it ent Montessori child asking his new dents to compete with one another
and add their comments and observa- teacher, But why do I have to ask each for grades, class rankings, and special
tions. time I need to use the bathroom? or, awards. For example, in many
Why do I have to stop my work right schools tests are graded on a curve
Portfolios of Student Work: In many now? We also have to remember that and are measured against the per-
Montessori schools, two or three children are different. One child may be formance of their classmates rather
times a year, teachers (and at the ele- very sensitive or have special needs that than considered for their individual
mentary level, students) and parents might not be met well in a teacher-cen- progress.
go through the students completed tered traditional classroom. Other chil- In Montessori schools, students
work and make selections for their dren can succeed in any type of school. learn to collaborate with each other
portfolios. There is nothing inherent in Montes- rather than mindlessly compete.
sori that causes children to have a hard Students discover their own innate
Student/Parent/Teacher Conferences: time if they are transferred to tradition- abilities and develop a strong sense
Once the students three-month self- al schools. Some will be bored. Others of independence, self-confidence,
evaluations are complete, parents, stu- may not understand why everyone in and self-discipline. In an atmosphere
dents, and teachers will hold a family the class has to do the same thing at the in which children learn at their own
conference two or three times a year same time. But most adapt to their new pace and compete only against them-
to review their childrens portfolios setting fairly quickly, making new selves, they learn not to be afraid of
and self-evaluations and go through friends, and succeeding within the defi- making mistakes. They quickly find
the teachers assessment of their chil- nition of success understood in their that few things in life come easily,
drens progress. new school. and they can try again without fear of
233
APPENDIXES
234
PARENTS QUESTIONS & ANSWERS
235
APPENDIXES
236
FINDING THE RIGHT SCHOOL
237
APPENDIXES
Resources
Montessori Montessori Institute of America (MIA) Pan American Montessori Society
Organizations 3410 S. 272nd, Kent, WA 98032 105 Plantation Circle
Phone: 1-888-564-9556 Kathleen, GA 31047
In North America Web:http//www.montessoriconnections.com/MIA Phone: 912-987-8866
Email: montessori@worldnet.att.net
The United States Montessori Education
Programs International (MEPI) Canada
Association Montessori Internationale PO Box 2199, Gray, GA 31032
USA (AMI-USA) Phone: 478-986-2768 Canadian Association of
410 Alexander St. Website: http://www.mepiforum.org Montessori Teachers
Rochester, NY, 14607 Email: mepi@alltel.net P.O. Box 27567, Yorkdale Postal Outlet
Phone: 585-461-5920
R. P. O. Toronto, Ontario M6A 3B8
Fax: 585-461-0075 Montessori School Canada
Website: http://www.montessori-ami.org Accreditation Commission (MSAC) Website: http://www.camt.org
Email: info@montessori-ami.org 4043 Pepperwood Court, Suite 1010 Email: amt@interlog.com
American Montessori Society (AMS) Sonoma, CA 95476
281 Park Ave.. S. 6th Floor Phone: 707-935-8499 The Canadian Council of,
New York, NY 10010-6102 Fax: 707-996-7901 Montessori Administrators (CCMA)
Phone: 212-358-1250 Website: http://www.montessori-msac.org Box 54534
Fax: 212-358-1256 Email: montessorimsac@aol.com Toronto, Ontario M5M 4N5
Website: http://www.amshq.org Canada
Montessori World Phone: 416-789-1334/800-954-6300
International Montessori Council (IMC) Educational Institute (MWEI) Fax: 416-789-7963
& International Montessri Council 1700 Bernick Dr., Cambria, CA 93428 Website: http://www.ccma.ca/ccma
School Accreditation Committee Phone: 805-927-3240 Email: tgorrie@ccma.ca
1001 Bern Creek Loop Fax: 805-927-2242
Sarasota, FL 34240 Email: mwei@tcsn.net Montessori Teachers
Phone: 941-379-6626/800-655-5843 Association of North America
Fax: 941-379-6671 North American Montessori 723 Hyland Street, Whitby
Website: http:www.Montessori.org Teachers Association (NAMTA) Ontario L1N 6S1
Email: timseldin@montessori.org 13693 Butternut Road Canada
Burton, OH 44021 Phone: 905-623-6722
International Association of Phone: 440-834-4011 Email: netti723@idirect.com
Progressive Montessorians (IAPM) Fax: 440-834-4016
500 Vista del Robles Website: http://www.montessori-namta.org
Email: staff@montessori-namta.org
Arroyo Grande, CA 93420 Montessori
Phone: 805-473-2641
National Center for Organizations
International Montessori Society (IMS) Montessori Education (NCME) Outside of
& Accreditation Council (IMAC) 4043 Pepperwood Ct., Suite 1012 North America
912 Thayer Ave.. #207 Sonoma, CA 95476
Silver Spring, MD 20910 Phone: 707-938-3818 Australia
Phone: 301-589-1127 Fax: 707-996-7901.
Web: http://trust.wdncom/ims/index.htm Website: http://www. montessori-ncme.org Montessori Association of Australia
Email: havis@erols.com Email: montessorincme@aol.com Website: http://www.montessori.edu.au
266
RESOURCES
267
APPENDIXES
268
RESOURCES
My World Discoveries A Handful of the Best the World. The articles are of great interest to par-
PO Box 12255, El Cajon, CA 92022 Montessori Websites: ents. The Michael Olaf Company offers a wonderful
Phone: 619-588-7015/800-631-0761 array of educational toys, games, books and learn-
Fax: 619-466-0093 The Montessori Foundation; ing materials.
Website: http.//myworldiscoveries.com The International Montessori Council;
Email: mwdinfo@cox.net and Montessori Online The Mammolina Project:
http://www.montessori.org http://www.mammolina.org
North American Montessori Center
(Distance Learning and Manuals) This project gathers a wide range of articles and
This website offers an extensive library of resources from the international Montessori com-
13469 27th Ave. resources on Montessori education aimed at
Surrey, BC V4P 1Z1, Canada munity.
everyone from parents, educators, and the educa-
Phone: (Toll Free) 877-531-6665 tional leaders of large and small Montessori
Fax: 619-466-0093 Montessori for the Earth:
schools. It includes: a directory of Montessori http://www.montessorifortheearth.com
Website: http.//www. montessoritraining.net
schools around the world; information on teacher
education programs; The Montessori This website offers online resources for parents and
Paper Cuts Montessori Materials
Foundations Publication Centers information on homeschoolers, college students, and teachers who
8371 Garden Gate Place
subscribing to Tomorrows Child; The want to learn about Montessori education in order
Boca Raton, FL 33433
International Montessori Council and its school to incorporate it into their home, classroom, or col-
Phone: 561-883-2959
accreditation program; courses offered through lege studies.
The Montessori Leadership Institute; and confer-
Parent-Child Press
PO Box 675, Hollidaysburg, PA 16648
ences sponsored by The Montessori Foundation. Montessori Great Lessons Page
Phone: 814-696-7510 http://www.missbarbara.net/montesso.html
Montessori Connections:
Website: http.//www.parentchildpress.com http://www.montessoriconnections.com
Email: infor@parentchildpress.com This site was developed by a public Montessori ele-
mentary school teacher to help other elementary
This is a large and comprehensive commercially Montessori teachers support their students in using
Peg Hoenacks Musicworks sponsored website offering a wide array of infor-
2815 W. Burbank Bvd., Burbank, CA 91505 the Internet to follow up on the Great Lessons.*
mation and resources, including: an online shop-
Phone: 818-842-6300
ping mall; an international directory of Montessori Montessori Teachers Collective
Fax: 818-846-3757
schools; teacher education centers; and http://www.moteaco.com/
Montessori organizations.
Priority Montessori Materials
This site was developed by an elementary
3920 P Rd., Paonia, CO 81428
American Montessori Consulting: Montessori teacher to provide a wide range of valu-
Phone: 888-267-9289
Fax: 9970-527-7590
http://home.earthlink.net/~ able resources and programs that are useful for
Website: http.//www.prioritymontessori.com
amontessoric/index.html teachers and others interested in Montessori cur-
riculum.
This organization offers a wide range of resources
Shiller Math for homeschoolers. It also provides an on-line
Phone: 888-556-6284
North American Montessori
magazine and hosts on-line discussion groups. Teachers Association
Fax: 619-466-0093
Website: http.//shillermath.com http://www.montessori-namta.org
The International Montessori Index:
http://www.montessori.edu This site is aimed primarily at AMI-certified teach-
Spring Valley Montessori ers. It provides information about NAMTA confer-
Teacher Education Materials This is a site set up by Susan Stephenson, one of ences and describes their programs and publica-
36605 Pacific Hwy. S. the founders of Michael Oalf Company and a well- tions.
Federal Way, WA 98003 known Montessori educator. Primarily oriented to
Phone: 253-927-2557 the AMI perspective, it provides some excellent Shu-Chen Jenny Yen's On-Line Montessori
articles and resources. http://www.ux1.eiu.edu/~cfsjy/mts/_link.htm
United Montessori
Association Independent Michael Olaf Montessori This site provides Montessori teacher albums for
(Distance Learning) http://www.michaelolaf.net teachers of three-to-six year-old children.
15050 Washington Ave..
Bainbridge Island, WA 98110-1112 This is a sister website to Susan Stephensons
Phone: 866-UMA-1988 / International Montessori Index. It includes the
Fax: (425) 952-9415 text from both of Michael Olaf Montessoris excel-
Website: http://www.unitedmontessori.com lent publications: The Joyful Child and Child of
Email: contact@unitedmontessori.com
269
APPENDIXES
Index
A citizenship 133 encoding language 75 Health, Wellness, & Physical
abacus 89, 90, 130, 191 City University of New York enrollment 258 Education 106, 137, 154, 255
absorbant mind 45 Claremont School 156 Epstein, Dr. Ann 199 Health-Care Policies/Procedures
Absorbent Mind, The 18, 29, 45 Clark Montessori Secondary School Erdkinder 150, 158 255256
accident reporting 254 169-171 Erdkinder Consortium 148 hearing impairments 199
Addition Strip Board 89 classroom, size of 32 Erdkinder, The 28, 156, 165 Hershey Montessori School 151-155
Adler, Alfred 18, 115 Clock of Eras 98 ERIC 221 hiring policies 249
administration 216, 252 Coe, Dr. Elisabeth 165, 215 Erikson, Erik 18, 115 History, Georgraphy & International
Color Tablets 36, 70 Ethics, Code of 252 Culture 91-97, 131
admissions 257
Colored Bead Bars 86 evaluation 250 Holland 28, 208
adolescence 149-173
Command Cards 78 Extension Days 166 home, Montessori in the 191-197
advertising 257
Community Service 139 homework 142, 232, 242
aggression 185 F
competition 243, 240, 247 Houston Montessori Center 165
American Montessori Center facilities 250
computers 128-129, 155, 217 Humanities 126, 153
American Montessori Society (AMS) faculty 249
28, 30, 38, 112, 149, 165, 243 conferences 145, 233 Hundred Board 85
confidentiality 253, 258 fairy tales 124 Hundred & Thousand Chain 85
animals 61, 254
Constructive Triangles 74 field trips 139, 258, 256
applied learning 248
contact information 255 finances 258 I
art 105, 137, 154, 188, 192, 196 Imaginary Island Puzzle 92
Continent Globe 97 financial aid 258
assignment, ex. of a middle school 167-168 in-service professional development
control of error 36, 65 financial records 259
Assistants to Infancy Certification 177 250
corporal punishment 247 fine-motor control 183
Association Montessori Internationale (AMI) 26, India 28, 29
27, 38-39, 152, 177, 221 Cosmic Curriculum 29 first-aid 265
Council for American Private Education Fisher, Dorothy Canfield 21, 25 Individualized Education Program
asthma 199 (IEP) 203
Athena Montessori College 156 (CAPE) 203 Flat Bead Frame 90
CPR 255 Ford, Henry 115 Individuals with Disabilities
Athens Montessori School 149, 162-164 Education Act (IDEA) 199, 202-
atomic structure 100 creativity 234 foreign languages 93, 136, 155 203
Attention Deficit Disorder (ADD)199 cribs Fraction Materials 87 inductive/deductive Reasoning 120-
Authentic American Montessori School 243-247 Cuneiform Tablets 94 circles 87, 126, 130 123
autism 199 curriculum 55, 119 insets 130 Infant & Toddler Programs 175-190
Ayers, Bill 224 Cylinder Blocks 69 skittles 87, 126 all-day programs 180
Franciscan Earth School 149 infant classroom environment
B D Franciscan Nuns, Convent of the 25 182
Bank Game 83, 84 DNelian alphabet 75 Frank, Anne 115, 148 infant-care programs 179
Barcelona, Spain 28 Dallas Montessori Teacher Education Freud, Anna 18 Institute for Advanced Montessori
Baric Tablets 71 Program 149 Freud, Sigmund 115 Studies 149
Barrie School 148, 168 Davis, John H. 217 Froebel, Friedrich 20 Institutional Advancement Plan 259
bathroom 186, 196 day-care centers 178 From Childhood to Adolescence 116, 150, insurance 254
beds 182, 194 decimal system 82, 121 153, 162, 224 Integrated Montessori Curriculum
Bell, Alexander Graham 23, 27, 115 decoding printed words 75 Fuller, Buckminster 115 (integrated thematic approach)
bells, Montessori 72 development, professional 216 35, 126, 158, 248
Big Bang 91 developmental delays 199 G Interdisciplinary Abstraction 121
Dewey, Dr. John 27 Gandhi, Mahatma 115 International Center for Montessori
Binomial Cube 74
diapers 181-182 gardening 61, 101 Studies
Blessington, John P. 216
discipline 193, 247 Gardner, Howard 110 International Kindergarten Union 27
Board of Trustees 257, 259
Discovery of the Child 26 Gates Foundation, Bill and Melinda 169 International Montessori Council
Boehnlein, Mary
Donahoe, Marta 169 geography 91, 131 (IMC). 237, 246
Brandt, Ron
Downs Syndrome 207 Geometry international studies 91-97, 133
Brisbane Montessori School 156
Dressing Frames 59 Geometry Cabinet 73 internships 169
Broad Stair 68
drugs 264 Geometric Figures 90 intrinsic motivation 31, 124, 244,
Brown Stair 67, 68
Geometric Stick 247
budget 259 E Materials 90 Itard, Jean Marc Gaspard 20
C early-reading exercises 77 Geometric Solids 66, 73
Carnegie Hall 23 earth children (see Erdkinder) 45 Gnocchi, Adele Costa 177 JK
Casa dei Bambini 21, 25, 231 Edison, Thomas 115 Golden Beads 82, 86-87, 90
Education and Peace 29 Golden Mat 129 Junior Great Books Program 79, 124-
Centro Educazione Montessori 177 127
cerebral palsy 207 Education for All Handicapped Children Act grading/grades 140-145
202 Grammar Materials 78-79, 128 Kahn, David 120, 121, 150, 214
Certified Montessori Teachers 38 Kay Futrell 53
educational director 253 Great Lessons, Montessoris 120
Chart of the Plant Kingdom 101 Kazantzaki, Nikos 49
Elementary Montessori 115-145 group lessons 238
charter programs 211 Keller, Helen 64, 115
Elkind, David 115-145 Guided Tour of the Montessori Classroom
chemistry 102, 135 Kilpatrick, William Heard 27
Emergencies 55-107
Chiaravalle Montessori School 16 kindergarten 109-113
communications 254
Chiaravalle, Italy 19
exits 251, 253 H Knobbed & Knobless Cylinders 69
Child Find 202-209 Half Moon Bay 149 Korngold, Carole 177
medical treatment 256, 257
Childrens House 23, 55, 231 head of school, qualifications 252 Korngold, K.T. 175
training 254
choice, school Head Start 235
emotional disturbances 199
Circle of Friends 207
employment agreements 249
270
INDEXES
271
APPENDIXES
Notes:
272
T im Seldin is the President of The Montessori Foundation and
Chair of The International Montessori Council. His more than
thirty years of experience in Montessori education includes twenty-
two years as Headmaster of the Barrie School in Silver Spring, Maryland,
his own alma mater (age two through high school graduation). He has
also served as the Director of the Institute for Advanced Montessori Studies
and as Head of the New Gate School in Sarasota, Florida. Tim Seldin is the
author of several books on Montessori education, including: Finding the
Perfect Match Recruit and Retain Your Ideal Enrollment; Master Teachers/
Model Programs; Starting a New Montessori School; Building a World-Class
Montessori School (co-authored by Jonathan Wolff); Celebrations of Life
(co-authored by Musya Meyer); and The World in the Palm of Her Hand
(co-authored by Donna Seldin Danner).
Tim is the parent of three children (Marc, Michelle, and Caitlin), stepfather
to Chelsea and Robin, and the grandfather of Hollis. He lives on a small
ranch in Sarasota, Florida with his wife, Joyce St. Giermaine, their seven Tim Seldin
horses, dogs (too many to count), and two Norwegian Forest cats.
The Authors
P aul Epstein, Ph.D. has been active in the field of Montessori
education since 1974 as an administrator, teacher, teacher educa-
tor, researcher and author. A graduate of Dartmouth College, Paul
earned his doctorate in cultural anthropology from SUNY Buffalo. He is
currently the Head of School at Chiaravalle Montessori School in Evanston,
Illinois
Pauls immediate family includes his wife Ann, author of this books chapter
addressing children with exceptionalities. Ann, currently a visiting assistant
professor at Roosevelt University, earned her doctorate in early childhood
special education. She is also a Montessori teacher educator. They have two
children.
T he Montessori Way provides a clear and comprehensive introduction to the philosopjy and
The Montessori Way gives the reader an in-depth look at the Montessori education
from infancy through high school, from principles to practice. It will be useful to current and
prospective Montessori parents and teachers. It is written in a very accessible style, intentional-
lly demystifies jargon, and openly acknowledges the contributions of individuals and schools
representing AMI, AMS, and other Montessori organizations, It seeks the common ground we all
share. Congratulations for writing a book of such scope and aspiration.
John Long, Headmaster
Post Oak School, Bellaire, Texas
This book is an outstanding portrait of the The Montessori Way does a brilliant job of translating Dr. Montessoris deep insights into
breadth and depth of Montessori curricu- 21st century terms for parents, teachers and educators of all kinds. It is comprehensive in
lum and philosophy from infancy to the sec- its scope, written in very clear, accessible language, with beautiful illustrations and photos.
ondary school years. By enabling parents to Anyone unfamiliar with Montessori should be able to come away from reading this book
deepen their understanding of Montessori, it with a clear picture of what the Montessori Way is about and how it works.
will assist families in bringing the gift of Marsha Familaro Enright, Head