Comparing Montessori and "Traditional" Education
Thursday, May 29, 2008
Traditional Class
- Textbook, pencil and paper, worksheets and dittos; few materials for sensory, concrete manipulation
- Working and learning without emphasis on social development
- Narrow, unit-driven curriculum
- Individual subjects
- Learning is reinforced externally by rewards and discouragements
- Block time, period lessons
- Assigned seats and specific class periods
- Single-graded classrooms; all one age
- Most teaching done by teacher and collaboration is discouraged
- Students passive, quiet, in desks
- Individual and group instruction conforms to the adult's teaching style
- Students fit mold of school
- Students leave for special help
- Little emphasis on instruction on classroom maintenance
- Product-focused report cards
- Teacher's role is dominant and active; child is a passive participant; teacher-motivated
- Environment and method encourage internal self-discipline
Montessori Environment
- Prepared kinestetic materials with incorporated control of error, specially developed reference materials - multi-sensory materials for physical exploration development
- Working and learning matched to the social development of the child
- Unified, internationally developed curriculum
- Integrated subjects and learning based on developmental psychology
- Learning is reinforced internally through child's own repetition of activity, internal feelings of success
- Uninterrupted work cycles
- Freedom to move and work within classroom
- Multi-age classrooms - three year span
- Children encouraged to teach, collaborate, and help each other
- Students active, talking, with periods of spontaneous quiet, freedom to move
- Individual and group instruction adapts to each student's learning style
- School meets needs of students
- Special help comes to students
- Organized program for learning care of self and self-care environment
- Process-focused assessment, skills checklists, mastery benchmarks
- Teacher's role is unobtrusive; child actively participates in learning; motivated by self-development
- Teacher is primary enforcer of external discipline
Source:
North American Montessori Teachers' Association, The Essential Montessori (by Elizabeth G. Hainstock and A Child's Place Montessori Schools
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