Alternative Schooling Styles : Montessori

Environment, Materials, and Normalization

This child-directed style is similar in philosophy to those styles that let each child learn in his own way at his own pace. Children move about a Montessori classroom freely, going to the bathroom or preparing their own snacks without having to ask permission. Competition is not discouraged, but neither used as a motivating tool. High marks on standardized tests are not a priority. There are tests for older children, some of which are designed by the students themselves. Homework is individualized and is usually an extension of projects or studies begun at school. There is little or no homework at the elementary level.

There is, however, more structure in this style than you might first observe. Maria Montessori believed that children are basically good, and that they "misbehave" or are "bad" because their surroundings are not meeting their needs. Therefore, classrooms (often called "children's houses") are scientifically prepared environments, designed to encourage natural learning. There are many special materials used so that children can manipulate physical objects and observe things for themselves. Television, junk food, and computers are discouraged in most schools, prohibited in some.

Children are taught to work independently as well as cooperatively. They are grouped by ability and teach each other, the more advanced students teaching the rest. They work together on projects and activities, preparing and cleaning, operating within school rules and cultural norms.

A teacher's primary activities are organizing the learning materials and establishing the classroom culture. Children are taught the basics, but teachers are guides to learning rather than lesson presenters. The teacher, or "directress," gives short lessons and just enough material to stimulate the children's interests. The teacher works to let the child engage in "purposeful" learning, which helps him develop self-discipline and concentration.

It is designed for use in private schools, but can be used in the home. It is for children aged three and up, but there are books about how to begin this style even earlier. Most schools are for elementary-age children. It requires extensive teacher training, and special learning materials and classroom furnishings. It can work well with children with special gifts, learning disabilities, or emotional problems.

Resources and Curricula