Contrary to what you might believe, I was not a Montessori student. In fact, I had never even heard of the program until I met my future husband, and even then I am not sure I knew about the philosophy until his mother explained where she worked. It turns out that not only had she been a Montessori student as a child, but both her children had been in Montessori kindergartens!
As I listened to more about their experiences, I became curious and wanted to explore the philosophy for myself. When I introduced myself to the practicum coordinator in 2012, I explained that I had heard about Montessori and wished to do a practicum in that setting. I was placed with the French teacher at a local Montessori school and that was it. What I got to see on my first day of teaching changed how I viewed education forever.
As I listened to more about their experiences, I became curious and wanted to explore the philosophy for myself. When I introduced myself to the practicum coordinator in 2012, I explained that I had heard about Montessori and wished to do a practicum in that setting. I was placed with the French teacher at a local Montessori school and that was it. What I got to see on my first day of teaching changed how I viewed education forever.
The Six Principles of a Montessori Classroom
Freedom
In a traditional Montessori classroom, students do not follow the teacher - rather, the teacher famously follows the child. A common misconception about a Montessori education is that children are permitted do whatever they want, whenever they please. In truth, students are subject to the whims of the "prepared environment" - a purposefully designed learning space that gives students limited choices in order to stimulate academic and social growth exactly where each child needs to be. Within the structure of this physical and social environment, students are free to explore materials and learning opportunities independently. Control of error is a very important in this style of education - every single material given to a student should not require them to have a teacher check to see if they are right. This allows the child independence and privacy as they learn, which allows them to take greater risks as they continue.
Structure and Order
Just as in a traditional classroom, routine and cleanliness are important in the Montessori classroom. A child who knows exactly what to expect is a child that feels comfortable, safe, and independent. Routines are explicitly taught, from how to walk around materials to how to place chairs in the room. They physical classroom space is its own control-of-error - to make sense of the world in which the child lives and the order of the world, children learn to tread carefully and speak gently. Children at the ages of 3-6 go through what is called a "sensitive period" for order - have you ever had your child cry inconsolably because of an object slightly out of place or being extremely anxious because something isn't where it is supposed to be? The Montessori classroom is designed for children going through those sensitive periods. Everything has a place it needs to be, and children are taught how to keep that balance to keep themselves comfortable and happy.
Beauty
Montessori materials are inherently beautiful. The classroom also reflects this simple beauty. When you think of your dream living room, what do you see? I usually answer big white couches, a dark wooden coffee table, hardwood floors with a fluffy rug, and a cozy fireplace. I tend to throw in some blankets and a few dogs too :) Maria Montessori believed that a classroom should feel like a second home to a child, with beautiful materials inviting them to explore and cozy small spaces for them to curl up and think quietly.
Nature and Reality
Despite my serious allergies to just about anything outdoors, any parent of a child knows that the allure of nature is irresistable to them. Children love to collect sticks and rocks, visit the beach, swim and water, and sometimes get a little muddy. Forest Schools across the world love to share beautiful pictures of children exploring nature. Montessori believed in this strongly as well - children were not meant to spend all of their time indoors, and students in her classrooms frequently go outside for walks in their community. When they are inside, there is a love for all things natural shining on the shelves. Most materials are made from wood, cotton, even glass. And all of those materials are designed for real use - no plastic teasets here! Montessori children use smaller china and learn how to make tea, or how to pour juice out of a small glass decanter.
Respect and Peace
Grace and courtesy is a skill that many teachers feel is lacking in children today. And to be fair, it makes sense - children today are terribly busy! And there are the inevitable questions of who is responsible for teaching kindness - the parents or the teachers? Montessori believed that no matter who taught those skills, all classrooms needed to emphasize peace and respect for the whole world. Children deserve respect, and that comes through in learning how to be courteous and peaceful. They learn about the children of the world and what it means to be peaceful. Over time, children become "normalized" (not as scary as it sounds!) to working carefully alongside other learners, and to have a heart for the world through explicit instruction on manners, and exploration of their world. Another aspect of this value is the multi-age classroom, where children of different ages solve problems together.
Intellectual Environment
In order for children to learn, all of the needs above need to be met first. Through engagement with the materials and an understanding that they are responsible and independent, children explore the five areas of the Montessori curriculum (Practical Life, Sensorial, Language, Mathematics, and Cultural subjects). From there, they are encouraged to go deeper, asking the great questions and finding their answers with the support of teachers, other students, and people in the community. It is a beautiful thing to see and hear.
In a traditional Montessori classroom, students do not follow the teacher - rather, the teacher famously follows the child. A common misconception about a Montessori education is that children are permitted do whatever they want, whenever they please. In truth, students are subject to the whims of the "prepared environment" - a purposefully designed learning space that gives students limited choices in order to stimulate academic and social growth exactly where each child needs to be. Within the structure of this physical and social environment, students are free to explore materials and learning opportunities independently. Control of error is a very important in this style of education - every single material given to a student should not require them to have a teacher check to see if they are right. This allows the child independence and privacy as they learn, which allows them to take greater risks as they continue.
Structure and Order
Just as in a traditional classroom, routine and cleanliness are important in the Montessori classroom. A child who knows exactly what to expect is a child that feels comfortable, safe, and independent. Routines are explicitly taught, from how to walk around materials to how to place chairs in the room. They physical classroom space is its own control-of-error - to make sense of the world in which the child lives and the order of the world, children learn to tread carefully and speak gently. Children at the ages of 3-6 go through what is called a "sensitive period" for order - have you ever had your child cry inconsolably because of an object slightly out of place or being extremely anxious because something isn't where it is supposed to be? The Montessori classroom is designed for children going through those sensitive periods. Everything has a place it needs to be, and children are taught how to keep that balance to keep themselves comfortable and happy.
Beauty
Montessori materials are inherently beautiful. The classroom also reflects this simple beauty. When you think of your dream living room, what do you see? I usually answer big white couches, a dark wooden coffee table, hardwood floors with a fluffy rug, and a cozy fireplace. I tend to throw in some blankets and a few dogs too :) Maria Montessori believed that a classroom should feel like a second home to a child, with beautiful materials inviting them to explore and cozy small spaces for them to curl up and think quietly.
Nature and Reality
Despite my serious allergies to just about anything outdoors, any parent of a child knows that the allure of nature is irresistable to them. Children love to collect sticks and rocks, visit the beach, swim and water, and sometimes get a little muddy. Forest Schools across the world love to share beautiful pictures of children exploring nature. Montessori believed in this strongly as well - children were not meant to spend all of their time indoors, and students in her classrooms frequently go outside for walks in their community. When they are inside, there is a love for all things natural shining on the shelves. Most materials are made from wood, cotton, even glass. And all of those materials are designed for real use - no plastic teasets here! Montessori children use smaller china and learn how to make tea, or how to pour juice out of a small glass decanter.
Respect and Peace
Grace and courtesy is a skill that many teachers feel is lacking in children today. And to be fair, it makes sense - children today are terribly busy! And there are the inevitable questions of who is responsible for teaching kindness - the parents or the teachers? Montessori believed that no matter who taught those skills, all classrooms needed to emphasize peace and respect for the whole world. Children deserve respect, and that comes through in learning how to be courteous and peaceful. They learn about the children of the world and what it means to be peaceful. Over time, children become "normalized" (not as scary as it sounds!) to working carefully alongside other learners, and to have a heart for the world through explicit instruction on manners, and exploration of their world. Another aspect of this value is the multi-age classroom, where children of different ages solve problems together.
Intellectual Environment
In order for children to learn, all of the needs above need to be met first. Through engagement with the materials and an understanding that they are responsible and independent, children explore the five areas of the Montessori curriculum (Practical Life, Sensorial, Language, Mathematics, and Cultural subjects). From there, they are encouraged to go deeper, asking the great questions and finding their answers with the support of teachers, other students, and people in the community. It is a beautiful thing to see and hear.