The most important discovery that Dr. Montessori has contributed to the field of child development and education is the fostering of the best in each child. She discovered that in an environment where children are allowed to choose their work and to concentrate for as long as needed on that task, that they come out of this period of concentration (or meditation or contemplation) refreshed and full of good will toward others. The teacher must know how to offer work, to link the child to the environment who is the real teacher, and to protect this process. We know now that this natural goodness and compassion are inborn, and do not need to be taught, but to be protected.
The schedule – The three-hour work period
Under the age of six, there are one or two 3-hour, uninterrupted, work periods each day, not broken up by required group lessons. Older children schedule meetings or study groups with each other the teacher when necessary. Adults and children respect concentration and do not interrupt someone who is busy at a task. Groups form spontaneously or are arranged ahead by special appointment. They almost never take precedence over self-selected work. Note: For more information on the “three-hour work period” see the chapter “My Contribution to Experimental Science” from The Advanced Montessori Method, Volume I, by Dr. Maria Montessori, or contact the Michael Olaf Montessori Company at firstname.lastname@example.org for reprint GB850
Teaching method – “Teach by teaching, not by correcting”
There are no papers turned back with red marks and corrections. Instead the child’s effort and work is respected as it is. The teacher, through extensive observation and record-keeping, plans individual projects to enable each child to learn what he needs in order to improve.
The Montessori teacher spends a lot of time during teacher training practicing the many lessons with materials in all areas. She must pass a written and oral exam on these lessons in order to be certified. She is trained to recognize a child’s readiness according to age, ability, and interest in a specific lesson, and is prepared to guide individual progress.
All subjects are interwoven, not taught in isolation, the teacher modeling a “Renaissance” person of broad interests for the children. A child can work on any material he understands at any time.
All kinds of intelligences and styles of learning are nurtured: musical, bodily-kinesthetic, spatial, interpersonal, intrapersonal, intuitive, and the traditional linguistic and logical-mathematical (reading, writing, and math). This particular model is backed up by Harvard psychologist Howard Gardner’s theory of multiple intelligences.
Education of character is considered equally with academic education, children learning to take care of themselves, their environment, each other – cooking, cleaning, building, gardening, moving gracefully, speaking politely, being considerate and helpful, doing social work in the community, etc.
There are no grades, or other forms of reward or punishment, subtle or overt. Assessment is by portfolio and the teacher’s observation and record keeping. The test of whether or not the system is working lies in the accomplishment and behavior of the children, their happiness, maturity, kindness, and love of learning and level of work.
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