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Montessori ProgramMontessori-An Education for Life
The Montessori Method of education develops the whole personality of the child; the child’s intellectual faculties, as well as, the child’s powers of deliberation, initiative, and independent choice, with their emotional complements. Meeting the Psychological Needs of the Child
Academics The Montessori classroom meets state curriculum guidelines; however, the areas of study vastly surpass these guidelines. Areas of study include reading/literature, writing (creative and with a purpose), spelling, math, geometry, science (including emphasis on botany and zoology), geography, history, and art and music history. Instruction begins with the whole and moves to the detail. There is use of concrete materials and/or visual aides to teach concepts and explain the how and why of concepts. Lessons are taught in small groups with occasional individual lessons. The teacher is not quick to correct, but rather, allows the children to learn through their own experience. Children also have the freedom to work individually or in small groups, which takes away a sense of competition among students. The teacher also facilitates the child’s exploration, discovery, and creativity. Cosmic Education Dr. Maria Montessori said, “We shall walk together on this path of life, for all things are part of the universe, and are connected with each other to form one whole unity.” (To Educate the Human Potential. 1948) Cosmic Education gives the children the “whole” and the ability to see how the parts of the whole are interconnected and their place in the world. It instills a sense of gratitude for everything organic and inorganic that came before them. It instills a sense of responsibility that rests with them to preserve the earth and make it better for future generations. Along with the realization that we must take care of our environment and universe for future generations, comes the realization that this cannot be achieved without peace. Five Great Lessons-impressionistic stories that inspire and ignite the imagination, interest, and curiosity in the children rather than as a listing of facts are shared. These stories are: The Coming of the Universe and the Earth, The Coming of Life, The Coming of Human Beings, The Story of Language and Writing, and the Story of Numbers.
Mixed-Age Classrooms Offering a mixed-age classroom promotes cooperation, peer tutoring, and friendships of various ages. When the community has a mixed-age group the older children offer help to the younger children, which assists the older children in perfecting their own academic and developmental skills. By giving that help, they enhance their own development. Younger children enthusiastically learn and are inspired/motivated by the older children. Eventually, the younger children become the leaders and role models. The interaction among the various age groups aids in communication, team building, and leadership skills. Children are often found complimenting each other on their work instead of comparing their work. It says in the Torah, “Kol Yisroel Areivim Zeh La’Zeh”; every Jew is responsible for the other. The mixed-age grouping gives way to putting this very special mitzvah into practice. Materials Used in the Classroom The materials are carefully prepared and organized by subject on the shelves. They are aesthetically pleasing and appealing. They isolate one concept at a time in a very concrete manner and are self-correcting. This helps to permit self-education. The materials allow the child to move from concrete towards abstraction, eventually abandoning the material.
These are small group “field trips.” Going-out guides the children in developing life skills that facilitate transition into the world as young adults. The children involved organize the event from start to completion. They use the resources of the community in preparation for the going-out experience. They initiate the research, make the needed phone calls, set appointments if necessary, obtain and arrange drivers, and complete the appropriate paper work (forms, permission slips, etc.) Upon return from the trip, they present their experience and findings to the class. A Peaceful Community Dr. Montessori wrote of children, “They will be witnesses of the unfolding of the human soul and to the raising of a New Man who will not be the victim of events, but will have the clarity of vision to direct and shape the future of human society.” (Education for a New World) |
Dr. Montessori’s philosophy is based on the principle that children learn best within an environment prepared to nurture and enhance each child’s unique development. Rather than following a fixed program or schedule, children learn by working with specialized educational equipment that captivates their attention, inviting them to examine, manipulate and discover. Individualized lessons are given by the teacher to each child. Then children are free to engage in eager independent exploration of the learning materials. The materials and method change in response to each particular stage of development in order to provide the most favorable response to every child’s needs. Our program is divided into multi-age classrooms; each classroom functions as a prepared environment where peer and group learning take place. Children participate in activities designed to nurture cognitive, emotional, spiritual, religious, moral and physical growth and development. Self-motivation, independence and responsibility are fostered. 
In the Montessori classroom, the teacher is aware of the child’s psychological characteristics and needs, thereby, offering dynamic learning experiences which are designed according to those needs. Several ways this is accomplished is by providing mixed-age classrooms, opportunities for exploration and discovery, “big” work, independent and group work, freedom to move with purpose and responsibility, uninterrupted time to reach a level of concentration, “going out” experiences, stories and connections with the past, rules that are predictable, consistent, and fair, and social interactions and a sense of group acceptance. |
