About CHILD Montessori -- Education
THE MONTESSORI STUDENT is actively engaged while working individually or collaboratively with others. There are no grade levels—students progress at their own pace. The atmosphere is non-competitive, with each child’s reward being a sense of accomplishment and pleasure in a job well done. The students are part of mixed-age groupings, which provide positive peer stimulus. The younger students have older models to emulate; the older students have constant reinforcement of their own learning as they observe and often assist their younger peers.
THE MONTESSORI TEACHER acts as a guide. The main role of the teacher is to gently coach the student to make responsible choices and to develop concentrated effort. The teacher prepares the learning environment to be stimulating and child-centered rather than teacher-centered. Primarily, the teacher works with the children individually, monitoring progress carefully, and presenting new lessons when the children are ready. The teacher is able to spend this individual time with each child because of the unique nature of the Montessori Materials, which are designed to be self-instructing and self-correcting. Recognizing that the best learning stems from a real interest on the part of the learner, the teacher works to develop in each child the ability to choose learning activities and plan work sessions. The teacher also provides group lessons, small and large, to accommodate the different needs within the classroom. Finally, the Montessori teacher provides the social guidance and reasonable limitations needed in order for the students to work in a peaceful atmosphere.
THE MONTESSORI ENVIRONMENT is carefully designed to stimulate order, concentration, control, independence, and freedom. However, the freedom found in a Montessori classroom does not mean that children take part in undisciplined free-for-alls. Visitors to our classrooms soon observe that the students display a spark of genuine interest and an enthusiasm for learning. They busily occupy themselves with a variety of activities—not because they are commanded, but because they enjoy the work. Also, the children’s freedom exists within a framework of respect for others and the environment.