LINK: I’ve Got 5 Minutes. Explain Montessori to Me. - Child of the Redwoods

“The work of the teacher is to guide the children to normalisation, to concentration…The teacher has two tasks: to lead the children to concentration and to help them in their development afterwards. The fundamental help in development, especially with little children of three years of age, is not to interfere. Interference stops activity and stops concentration." -Dr. Maria Montessori

The key difference between a conventional classroom and a Montessori environment is found in the scientifically designed materials. The knowledge and concepts the child will learn are no longer to be found only through the adult. They are can be accessed through the materials in the environment. Children are able to move independently, interact with materials (after a lesson), and learn without direct involvement of the adult. In this structure, everyone is liberated. The child is free to follow their interests, and the adult is free to guide each individual child as needed.

Learning at an Individual Pace

Children in multiage classrooms tend to have a little more flexibility when it comes to mastering skills within a specific timeframe. We know that learning is not linear, and that learners have periods of significant growth, plateaus, and even the occasional regression. In multiage classrooms, children are typically able to work at their own pace without the added pressure of keeping up with the whole group, or even being held back by the whole group.

When children in a classroom range in ages, everyone has someone they can work with, regardless of their skill level. Children don’t feel left behind if they struggle with a concept, and they also don’t feel bored by repetition of something they have already mastered. Teachers who teach in multiage classrooms typically have deep knowledge for a range of developmental abilities, leaving them well-equipped to differentiate instruction for each individual child.

Building Stronger Relationships

Traditionally children move from one class to the next each year. This means not only a new set of academic expectations, different routines, and different classroom structures, but a different teacher.

In multiage classrooms, teachers have a longer period of time to get to know a student and their family, and vice versa. When teachers really get to know a student, they are able to tailor instruction in regard to both content and delivery. They know how to hook a specific child onto a topic or into a lesson. They know what kind of environment a child needs to feel successful.

Parents have an opportunity to get to know teachers better this way, too. If your child has the same teacher for two or three years, the lines of communication are strengthened. Parents get to know the teacher’s style and expectations. The home to school connection becomes more seamless, and the biggest beneficiary is the child.

Mentors and Leaders

When a child spends multiple years in the same class, they are afforded two very special opportunities. Children who are new to the class are fortunate enough to be surrounded by helpful peer mentors. Children often learn best from one another, and they seek to do so naturally. First and second year students watch as the older children enjoy advanced, challenging work, and this inspires them. They look to the older children for guidance, and the older children are happy to provide it.

After a year or two in the same room, students have a chance to practice leadership skills. In Montessori classrooms, the older children are often seen giving lessons, helping to clean up spills, or reaching out a comforting hand to their younger friends. The best part is kids make the transition from observer to leader in their own time. It doesn’t happen for all children at the same time, but when it does it’s pretty magical to observe.

Mirroring Real Life

There is no other area in life in which people are split into groups with others who are exactly their chronological age. Whether in the family, the workforce or elsewhere, people ultimately need to coexist with people older and younger than themselves. Doing so makes for a more enriching environment, replete with a variety of ideas and skills. Why not start the experience with young children in school?

Moving On

While staying in the same class for multiple school years has many benefits, a child will eventually transition into a new class. While this can feel bittersweet (for everyone involved!) children are typically ready when it is time.

The Montessori approach is always considering what is most supportive of children depending on their development. When formulating how to divide children into groupings, Maria Montessori relied on her ideas about the Planes of Development. There are very distinctive growth milestones children tend to reach at about age 3, another set around age 6, and yet another at age 12. The groupings in our schools are intentional, and they give kids a chance to feel comfortable in their community, while also preparing them to soar forward when the time is right.

Meeting the diverse needs of children in a Montessori classroom is a fundamental aspect of Montessori education. Montessori guides, also known as teachers, employ several strategies and principles to ensure each child's unique needs are met effectively:

1. Observation: Montessori guides continuously observe each child to understand their individual interests, strengths, and areas where they may need additional support. This ongoing assessment allows them to tailor their teaching approach to each child's specific needs.

2. Individualized Learning: Montessori classrooms are designed to be child-centered and promote self-directed learning. Guides provide a wide range of materials and activities that cater to various learning styles and abilities, allowing children to choose activities that align with their interests and developmental level.

3. Mixed-Age Grouping: Montessori classrooms often consist of mixed-age groups, which naturally accommodates differences in ability and development. Older children can serve as role models and mentors, while younger children can receive peer support and guidance.

4. Freedom within Limits: Montessori guides create an environment of freedom within limits, allowing children to make choices within a structured framework. This balance empowers children to take ownership of their learning while maintaining a sense of order and responsibility.

5. Small Group and One-on-One Interaction: Guides work with children in small groups or one-on-one, providing individualized lessons and support as needed. This ensures that children receive the necessary attention and guidance to progress at their own pace.

6. Curriculum Flexibility: Montessori curriculum is not rigidly fixed to grade levels. Guides can adapt lessons based on a child's readiness and interests, allowing children to advance or revisit topics as needed.

7. Encouraging Independence: Montessori guides foster independence by teaching children essential life skills, time management, and organizational skills. This empowers children to take control of their own learning and development.

8. Parent-Teacher Collaboration: Effective communication between guides and parents is crucial. Regular meetings, conferences, and updates keep parents informed about their child's progress and allow for collaborative problem-solving.

9. Professional Development: Montessori guides receive specialized training to understand child development and Montessori principles fully. They continue their education to stay updated with best practices and approaches.

10. Caring and Nurturing Environment: Guides create a warm and nurturing classroom atmosphere where children feel safe and supported. Emotional needs are as important as academic ones in a Montessori environment.

In our school, guides are not just teachers; they are facilitators of each child's unique learning journey. By following the Montessori philosophy, they can successfully meet the needs of a diverse group of children, fostering independence, self-motivation, and a lifelong love of learning in each student.

Montessori education can be a wonderful choice for many children, but it's not a one-size-fits-all solution. Parents should carefully assess their child's individual needs, their commitment to the Montessori philosophy, and their willingness to actively support their child's education at home when considering if Montessori is the right fit. Ultimately, the decision should be made based on what will best support the child's growth, development, and learning journey.

How Do Guides Track Progress?

Montessori teachers are masters of observation. They think like scientists and spend lots of time watching the children at work. When they’re not giving lessons, they’re observing. They write these observations down and review them later to help decide what lessons to revisit, what new materials to present, or even what parts of the classroom environment need attention or change.

Summative Assessment vs. Formative Assessment?

Traditional schooling relies a lot on summative assessment. Summative assessment relies on testing, which is usually done at the end of one unit, or a cumulative standardized test at the end of the year. This model is data-driven and typically in a format for adults to measure different points rather than giving students constructive feedback. Montessori relies much more on formative assessment, which allows the teacher to be more flexible and observe the child’s individual learning needs. With this approach, a teacher can assess what the student can accomplish by observing and determining the right time to move on to a new lesson or spend more time on another.

How is Mastery Evaluated?

In other schools, mastery is evaluated by a test score or a letter grade. Generally, in Montessori schools, mastery of a particular lesson or concept is evaluated during the lesson. This is done through a tool developed by Dr. Maria Montessori called the ‘three-period lesson.’

• First Period: The guide will introduce a skill to the child. For example, “these are the parts of a flower.” They will use images, puzzles, or other representative materials in order to show the child.

• Second Period: The guide will present the child with some information and let the child show the rest. For example, “What part of the flower is used for pollination?” then they will allow the child to show them.

• Third Period: The guide will determine if the child can independently express the information they have gathered during previous lessons. For example, “Now it is your turn to label the parts of the flower and explain what each part does. What is this part?” Once the child is able to complete the Third Period successfully, the guide can assess that they have mastered that lesson. There is no need to give them a letter grade or a formal test; the child has shown you that they understand the lesson and the concept. Through the Montessori approach, assessment is done one-on-one, between the child and the guide. Each child is able to learn and progress at their own pace, continually being challenged and feeling engaged in their learning. The best part? Because of the beauty of the materials and the tone of the classroom, the child perceives this as a sort of game rather than a test to be dreaded.

From the early stages, Montessori schools focus on helping children develop high self-esteem, a strong sense of motivation, effective coping skills, and a sense of respect and responsibility. All of this learning will help set them up for success in any educational setting.

Academics and Socialization

Academics and socialization are usually the main areas of concern that parents have when it comes to this big transition in their child’s life. A few Montessori parents who have already experienced this transition have said that at first, their child was bored in their new classroom. Often Montessori children are usually ready to jump onto the next concept or lesson before the rest of the class. They may be a bit confused or frustrated as to why everyone in the class has to do the same thing at the same time. Over time, a Montessori child will adjust and usually become a classroom leader and a model student. The skills they have learned in the Montessori classroom will set them up with adaptability and confidence. When it comes to socialization, the Montessori child is already well equipped! They have experienced a social environment and sense of community from their Montessori classroom. When making this transition in their education, you will notice that the Montessori child will adapt fairly quickly to their new social setting. Most make new friends and begin to quickly understand the guidelines of their new setting. While leaving their Montessori classroom behind might make your child sad for a bit as they bid farewell to their teacher, classmates, classroom, playground, and materials they know so well, they have a strong foundation that will help them confidently assimilate to a new environment.

In the majority of situations, the child will make a healthy and eventually happy transition from Montessori to traditional schools. That being said, we do encourage parents to do their part in the transition by carefully researching schooling options. Each family will ultimately make the decision that is best for their child, and give them the support they need along the way.

What Does Research Show?

Research seems to back up the ease of the transition from Montessori to traditional schooling. A study supported by AMI tracked 400 students in Milwaukee. Half of the students received only public school education from kindergarten to graduation, while the other half attended Montessori through 5th grade before transitioning into the public school system. At the end of the study conducted between 1997-2007, researchers compared test scores and GPAs. Students with a Montessori education not only outperformed the other student group in math and science test scores, but also graduated with higher GPAs. Researchers concluded that Montessori early education had a long-term impact on later public school performance!

Some middle school programs start in 6th grade and many students are curious about this transitional year.

Here’s why it’s important to stay in elementary for that final year.

Culmination of the Childhood Years

The 6th grade year is not only the last year of the elementary cycle; it’s the final year of the second plane of development. Children this age are almost on the brink of adolescence, a period of rapid growth and change. While a 12-year-old child may appear to have entered their adolescent stage, studies have shown this is not always the case. The gap between the child’s physical maturity and their cognitive maturity can contribute to emotional difficulties in the future if they are too quickly moved to an environment in which they are not yet ready. Staying for the final elementary year allows the student to benefit from the stable classroom environment, building upon their social and emotional skills to enter the next phase of their development confidently. By staying in the elementary classroom for their 6th grade year, children have a chance to develop a deeper sense of self-confidence and maturity that will serve them as they enter their adolescent years.

Establishing and Maintaining Relationships

Traditional public schooling rotates the student body annually, with a new teacher and peers each year. Some middle schools have a different teacher and classroom for each subject. This can make it challenging for the child to form meaningful relationships as they are repeatedly trying to assimilate into a new environment. A Montessori classroom gives each child consistency and the opportunity to maintain long-lasting and secure friendships. The child will feel more comfortable seeking out challenging work and grow into leaders of the classroom, making them model citizens beyond their years of education.

Advanced Curriculum

We take pride in our robust elementary curriculum that includes challenging opportunities that keep students motivated and engaged. Oftentimes you will find that sixth graders in a Montessori classroom are proficient in work that is far above the 6th grade level in a traditional public school. This is because Montessori does not lead the child into fitting a standardized “mold.” Instead, it takes a more specialized approach, allowing the child to explore at their pace and develop a deep sense of confidence and accomplishment. We champion thoughtful leadership and make sure that no child ever feels bored with the work they have available to them.

An Opportunity for Leadership

Because of the child’s mastery of the Montessori work in the elementary classroom, the 6th grade year is the time when they will take advantage of many leadership opportunities. This is paramount to the Montessori academic and social philosophies. When children teach children, it’s not just about knowledge being shared, but also about cultivating world citizens. Teaching each other is an act of kindness and a way for children to practice helping others around them. Through developing confidence in their work and ability, your child will be able to teach work to the other students and ultimately become a leader within their classroom. This provides them with an excellent foundation for a successful secondary education.