The Montessori Movement
The Montessori Movement
Unique Learning Environments
Montessori environments are UNIQUE because the curriculum supports the teachers’ ability to follow the child. Each child has their own individualized curriculum that is centered around the child’s abilities, capabilities, and interests. The 10 aspects that I’ve highlighted will provide a window into an authentic Montessori classroom. There are many more aspects of the classroom that may exist, however, these tend to be the most common components.
10 Aspects of Montessori Classrooms
Authentic experiences and conversations
Hands-on learning
Encourage grace and courtesy by modeling behavior
Adults guide experiences through “The Prepared Environment” (classroom)
Positive reinforcement for desired behavior(s)
Learning promotes curiosity for more knowledge and sparks joy
Foundation supported by recall
Supports executive functioning skills
Individualized curriculum
Opportunities for collaboration and teamwork
Authentic Experiences and Conversations: One of the most beautiful things about Montessori classrooms are the opportunities that exist to explore the interests of each student. These conversations are a key time for uncovering more information about students’ life and interests. Through continued conversations, students are given the opportunity and time to grow their language and listening skills. Their increased abilities and knowledge are reflected in their conversation skills and their ability to ask questions; which create unique experiences and lasting memories for the children involved.
Hands-On Learning: One of the best ways to learn is through hands-on based learning. When children are able to learn through their own first-hand experiences, then they are better able to share their experiences with others and create stories about activities they enjoy. They are often willing to share many more components of what they see, hear, and feel; including the parts of the process that were challenging, those that were easier, and the parts of the process that took a long time or the components they could complete independently. Sometimes, they will even share the parts of the process where they required no help at all, while other times they will share the parts of the process that required the most assistance. The most important part of hands-on learning is THE PROCESS, it often times, is not about THE PRODUCT, but how the child worked through the process.
Encourage Grace and Courtesy by Modeling Behavior: The environment encourages practicing grace and courtesy and specific activities exist within the environment, so that children can practice develop grace and courtesy-based skills. Some of the activities may include (but are not limited to): how to say excuse me, how to wait a turn, how to wait in a line respectfully, how to keep hands (bodies) to ourselves, how to ask for a turn, how to get someone else’s attention, how to walk around someone and their work/activities, etc. The adults within the environment also model the expected grace and courtesy activities to promote these expectations. When specific behaviors are displayed properly in the classroom, a teacher may bring this to the attention of the group at some point during the day, perhaps at a circle time, group lesson. In our society today, what may have been commonly believed as appropriate grace and courtesy is not always shown, so it is somewhat of a relief that in this environment, the former common expectations regarding grace and courtesy are heavily promoted.
Adults Guide Experiences Through “The Prepared Environment” (classroom): One of the most unique (and beautiful) components of the classroom is the teacher’s ability to affect the classroom and the students within, “simply” by placing appropriate activities within the space. The classroom contains low shelves with a variety of activities that are available for the children to select; known as work but perceived as toys. Each work has a corresponding lesson that is provided by a teacher one-on-one, in a small group, or in a large/whole class group; depending on the content of the material and the readiness of the group. Children practice the activities for which they’ve already received lessons and are presented new lessons, once they master the previous concept(s). Children are able to connect to the adults in the classroom, the other students, and the environment itself, known as “The Dynamic Link”. When children feel connected to at least one of the components, then they tend to feel better settled into the space. At times when children’s behavior was settled and begins to shift, it may mean that the child needs to be presented with new learning opportunities within the space or new materials may need to be brought into the space to “refresh” the shelves.
Positive Reinforcement for Desired Behaviors: As desired behaviors are seen, the observations are shared, often times with the child individually, but sometimes with the class, as a whole, during a group time. The phrasing is usually basic (but impactful): “I saw you use your walking feet”, “I like the way you walked into the classroom”, “You were so careful with your feet this morning”, or “(name) was using his safe feet in the classroom today”. Whichever message(s) are selected focus on what the child did and DOES NOT state “how proud” the adult is of the child, but merely reports the observation. The goal is for the child to feel a sense of pride about themselves, from within; rather than from external sources. The reinforcement is the recognition and the recognition is the shared observation that brings direct attention to the desired behaviors.
Learning Promotes Curiosity for More Knowledge and Sparks Joy: The lessons that take place in the classroom combined with the physical materials present within the space, create opportunities for exploration: activities are presented, students practice and master a variety of concepts from each area of the space. Through these engaging, hands-on experiences, the child naturally experiences a sense of joy; along with an innate love of learning. Each activity has points of interest to “draw the child into the activity”; which vary by activity. Some water-based activities may include points of interests such as (but are not limited to): the sound of the drops of water, the observation of “the last drop” hanging on, or the way the sponge sops up any spilled water. The point of interest may not be the same for each child; nonetheless, sparking joy. The points of interest that exist between different activities, may also vary.
Foundation Supported by Recall: A majority of the Montessori curriculum builds upon itself. Children receive preliminary lessons on initial concepts, develop skills, and utilize this newfound knowledge and abilities to practice activities (works). Children believe they are playing and it’s true they are “playing”, but they’re also working! A common phrase is that “play is work and work is play”. Children receive new lessons based upon mastering concepts. Their readiness for new lessons is determined by their ability to successfully complete activities independently. In order for a child to receive new lessons, they must continue to practice the lessons they’ve already received; which requires them to utilize their memory and recall skills regarding the classroom expectations, the location of the material, and how the material(s) is properly used. The “Cycle of Work” includes: the steps utilized to set out the pieces, use the pieces constructively, and return the pieces to the tray, and back to its’ set place on the shelf.
Supports Executive Functioning Skills: Problem solving, critical thinking, and creative thinking are all present within the classroom. Montessori classrooms are known for having conversations about many different kinds of topics. During these conversations children are given the opportunity to share their opinions, their hypotheses, and brainstorm ideas with their classmates and teachers. These opportunities provide for conversation that encourage students to use the information they have and know in a manner where they can share and apply. It is possible that as a first-year student, the child may do more listening or observation during these conversations. When the child returns for their second year, the child will likely become more willing to share their ideas and express themselves during these conversations. By the time the child is in their third year, some are eager to lead the conversation. It is truly remarkable to see this progress and take part in the process, firsthand!
Individualized Curriculum: Children progress differently and by giving significant attention to this fact, students are better able to learn concepts. They are also able to successfully participate in lessons and activities because many of the lessons provided are specific to the child’s abilities and or interests. If attention is paid to students’ needs, then the outcomes can and will be far improved, as compared to all students receiving the same lessons at the same level of academic challenge simultaneously.
Opportunities for Collaboration and Teamwork (How to Lead and How to Follow): Each child experiences the classroom through their unique lens and Montessori teachers do their best to honor each child. Most of the work completed in the classroom is considered individual work, however, as students begin to complete larger, more challenging works; students may be seen working in pairs. Other times, a third-year student may provide some assistance or direction to a newer or younger child. These instances provide students with opportunities for collaboration and teamwork; along with opportunities to practice concepts they’ve already learned and mastered. For a child to be able to share a concept they’ve learned, it requires a different skill set than being able to complete the activity independently and successfully without support.
It is through these components that Montessori communities are created. Each classroom contains common threads, similar lessons, materials, and expectations. The approaches are typical Montessori by nature. The outcomes are usually quite favorable, as teachers work to meet the needs of the children each year. The work is accomplished by encouraging their progress and providing learning experiences and related activities, lessons, and hands-on materials that build upon complexity and stretch from concrete to abstract in nature. As students develop a further understanding of the world and all within, the lessons increase in complexity and abstractness. A child progresses through the curriculum as they are able and ready, with teachers recognizing that each child progresses as their own rate. Montessori environments are unique, special, and quite interesting to observe.
Interested in creating a Montessori space in your home or want to know more about Montessori theory or curriculum, contact Stacey: info@homedayhero.com