Montessori Approach in Teaching by Saira Aslam

Montessori Approach in Teaching By: Saira Aslam MA (Education), MS (Project Management)

Published by: Principal UmmAl-Qura International Montessori www.ummalqura.online

Preface Montessori is a revolutionary method of observing and supporting the natural development of children. Montessori educational practice helps children develop creativity, problem solving, critical thinking and time-management skills, care of the environment and each other, and prepares them to contribute to society and to become fulfilled persons. The basis of Montessori practice in the classroom is mixed age group (3 - 6 ages in one class), individual choice of research and work, and uninterrupted concentration. Group lessons are seldom found in a Montessori classroom, but learning abounds, and because it is enjoyed, children remember what they learn. As you read through these pages you will discover the unique practices that make Montessori the fastest growing and most successful method of education today. The name Montessori is not legally protected, and unfortunately can be used by anyone without oversight. It is vital that, in the search for a good Montessori school or teacher-training center, one be aware of this. The International Montessori Index was created to provide detailed comparative information on costs, training time and requirements, etc., to help with a wise choice of Montessori teacher training center. It is also a good place to begin to learn about what to expect in a good Montessori school, and what books, toys, and materials are helpful in carrying out the Montessori method of education both in school and in the home. All member Montessori training centers, organizations, and materials suppliers present her their specifics details. There are of course teacher training centers not listed who may be good but it is very important that anyone interested in becoming a Montessori teacher look at the kind of information listed with our member centers and research the same details in any training course being considered; comparing time under the direct supervision of a trainer, the training of the trainers, certification or diploma issued, and teaching possibilities with that certification.

Saira Aslam MA (Education), MS (Project Management) Principal UmmAl-Qura International Montessori www.ummalqura.online

Montessori Approach in Teaching

Introduction The Montessori Method of education, developed by Dr. Maria Montessori, is a child-centered educational approach based on scientific observations of children from birth to adulthood. Dr. Montessori's Method has been used for over 100 years in many parts of the world. It is a view of the child as one who is naturally eager for knowledge and capable of initiating learning in a supportive, thoughtfully prepared learning environment. It is an approach that values the human spirit and the development of the whole child—physical, social, emotional, cognitive. Maria Montessori, (1870 – 1952) is a scientist who earned the first female physician title in Italy. She was interested in the work of French Psychiatrist E. Donad Seguin who developed special materials for children with cognitive handicaps when she was studying at the University of Rome. She started educating children with cognitive handicaps in Rome after being inspired by Seguin’s work. After observing the success of the method and the development of the children with special needs; she intended to work with normal kids using the same method. She had the chance to observe the efficacy of this method by opening classes for children between the ages of 2 and 6 in a poor neighborhood of Rome in 1907. She called this educational environment the “Children’s House” (Casa dei Bambini). Montessori defends the idea that children should be enabled to learn on their own in a set environment where they choose their own materials. A pre-school environment set based on this principle includes Montessori materials on shelves to which pre-school children can reach. The learning environment is set by the teacher after objectively only by organizing the materials from simple to complex. Teachers should be good observers and only intervene when the child requires guidance. According to Montessori, children to understand the order, harmony and beauty of the nature and they should be please with it. The rules of the nature form the basis of science and art fields. That is why; learning the rules of the nature is the foundation of science. In this approach, it is crucial that the child makes mistakes by searching and trying and then, realized his own mistake and corrects it himself. If the child is not able

to realize his mistake, this shows that he is not developed enough. When the time comes, the child realized his mistake and corrects it. The setting of the environment is important in the Montessori approach. The relationship in such an environment is not between the child and the teacher; but it is between the child and the material. The teacher only guides the correct use of the material. It is possible to gather children between 2-6 age groups in the same environment; the children are allowed to choose the material appropriate for their age from the same environment. They do not need to play with the same material. In such an environment the younger children develop themselves by taking the older ones as models; and the older children develop the behavior of helping the younger ones. In short, “The Montessori Method of education, developed by Dr. Maria Montessori, is a child-centered educational approach based on scientific observations of children from birth to adulthood. Dr. Montessori’s Method has been time tested, with over 100 years of success in diverse cultures throughout the world. It is a view of the child as one who is naturally eager for knowledge and capable of initiating learning in a supportive, thoughtfully prepared learning environment. It is an approach that values the human spirit and the development of the whole child—physical, social, emotional, cognitive”. (Source: https://amshq.org}

The Principles of Montessori Approach Montessori is a method of education that is based on self-directed activity, handson learning and collaborative play. In Montessori classrooms children make creative choices in their learning, while the classroom and the teacher offer ageappropriate activities to guide the process. There are three main factors of Montessori approach: (a) Environment, (b) Child and (c) Teacher. There are eight (08) main principles of the Montessori Education: 1.

Movement and cognition are closely related. Movement increases thinking and learning.

Learning and well-being are improved when people have a sense of control over their lives.

People learn better when they are interested in what they are leaning.

Tying extrinsic rewards to an activity, like money for reading or high grades for tests, negatively impacts motivation to engage in that activity when the reward is withdrawn

Collaborative arrangements can be very conducive to learning.

Learning situated in meaningful contexts is often deeper and richer than learning in abstract contexts.

Particular forms of adult interaction are associated with more optimal child outcomes.

Order in the environment is beneficial to children. (Source: https://amshq.org}

How does Montessori Approach Work? The main objective of Montessori Approach is as under:

Motor Education

This education starts with daily practical skills like dressing, bathing, carrying stuff, sweeping outside, taking care of plants or pets. Montessori states that flawless movements should be repeatedly observed; that the child should be taught what to do not verbally but only by demonstration. Gymnastics and rhythmic exercises are important as well as physical coordination and balance development in motor education. Montessori believes that activities required for motor education provide self-discipline, attention and good working habits. It emphasizes that these are important to develop senses and movement skills of the child for future academic learning.

Affective Education

Montessori prepared the learning toy materials for the development of senses. Doing coordinated exercises with these materials enables the child to make comparisons between materials. This enables learning through questions the similarities-differences between materials in terms on unquantifiable concepts like; shapes, colors, opposites, softness; length. The child becomes the observer.

This eventually enables the child to make comparisons, make judgments and finally make a decision.

Language Education

Montessori emphasizes that the child has to realize all kinds of sounds around him and question the meanings of the sounds and thus learn the relationship between the different sounds. It is stated that this prepared the child to produce the correct sounds in the language. It is crucial that the teacher speaks clearly. It requires teaching the most commonly used tools by the students. After all the research and observation, the children will be like scientist who explore. The aim is to develop language by research and not through conversation.

Literacy and Calculation

It states that after the age of 4, children start to work on developing motor and sensual skills and prepare for academic life. Activities appropriate for literacy should also be included in that process. Arithmetic education should be prepared to help children learn about compare-contrast and numbers.

Respect for the Child

Montessori principles pay great attention to the respect shown for the child. As every child is single, the education has to be individualized for each child. Childrenâ&#x20AC;&#x2122;s lives should be kept apart from adults' and should be dealt differently.

Absorbent Mind

According to Montessori, the individual has to be educated by himself and not by someone else. Adults use their minds to learn; and children use their senses to absorb and learn affectively. During this absorbent mind process, there are unconscious and conscious steps. Unconscious absorbent mind is usually between the ages 2- 5 and it is enabled through tasting, smelling and touching. Between the age 3-6, the child separates his affectionate observations from the environment and develops conscious absorbent mind senses. The child learns differentiating and matching. (Morrison, 1988).

Sensitive Periods

Montessori states that there are sensitive periods during which the child gains some skills and the teachers should be aware of these periods. The efficient education method during the sensitive periods optimizes the learning. Efficient education is related to setting the best environment. These period divided into five. 1.

The period when the needed environment is set for the child

2. The period when the environment is explored through mouth and touching and language learning 3.

Walking period

Curiosity, interest and adornment toward objects period

The interest to the social aspects of life period.

The Importance of Set Environment Learning takes place in a well-set environment. This aims to enable the child to be independent. After the teacher provides information, the child is free to choose the work, the materials on his own and produce on his own. This will result in learning independently. Authenticity and neutrality plays crucial roles in the Montessori approach. In a set environment, natural and functional tools should be used as much as possible. (Iron: heat, knife: cutting, glass: feeling, etc.) The second important factor is the order of the set environment. The child will complete the task with the materials he has chosen; no one will intervene; after the task is complete the materials will be put back into their places according to class order; the child will contribute to the order of the environment he is living in. This will develop responsibility and self-discipline. The materials in the classroom have to be natural and authentic. The peaceful environments will develop the child's personal discipline. Materials are meaningful for the child and they have 5 main factors: 1.

The challenge or the mistake the child experience through exploring should be a part of the material.

The shape and usage of the materials should be ordered from simple to complex.

Materials should prepare the child for the next learning.

Materials provide not the concrete shape of an idea but its abstract form.

Montessori materials are prepared for the childâ&#x20AC;&#x2122;s individual learning. (Source: https://amshq.org}

Role of the Teacher in Montessori Approach The role of the teacher in Montessori approach is to change and organize the environment according to the childâ&#x20AC;&#x2122;s needs and in a way that will help the child to develop. The materials should be ordered from simple to complex by the teacher as well. Montessori teacher is called guide/router. The teacher gives the child a chance to use his/her potential. The teacher has to set an example with the outlook, appearance and personality for the children; the teacher has to give a sense of respect. Teacher is required to be flexible, humanist, affectionate, patient and understanding. Montessori teacher makes a lot of time for family and social life. Teacher organized the environment in a way that the child will be free to move, communicate and share with his friends. (Source: https://amshq.org}

Montessori Environment Montessori is a revolutionary method of observing and supporting the natural development of children. Montessori educational practice helps children develop creativity, problem solving, critical thinking and time-management skills, care of the environment and each other, and prepares them to contribute to society and to become fulfilled persons. The basis of Montessori practice in the classroom is mixed age group (3 - 6 ages in one class), individual choice of research and work, and uninterrupted concentration. Group lessons are seldom found in a Montessori classroom, but learning abounds, and because it is enjoyed, children remember what they learn. As you read through these pages you will discover the unique

practices that make Montessori the fastest growing and most successful method of education today. The name Montessori is not legally protected, and unfortunately can be used by anyone without oversight. It is vital that, in the search for a good Montessori school or teacher-training center, one be aware of this. The International Montessori Index was created to provide detailed comparative information on costs, training time and requirements, etc., to help with a wise choice of Montessori teacher training center. It is also a good place to begin to learn about what to expect in a good Montessori school, and what books, toys, and materials are helpful in carrying out the Montessori method of education both in school and in the home. All member Montessori training centers, organizations, and materials suppliers present her their specifics details. There are of course teacher training centers not listed who may be good but it is very important that anyone interested in becoming a Montessori teacher look at the kind of information listed with our member centers and research the same details in any training course being considered; comparing time under the direct supervision of a trainer, the training of the trainers, certification or diploma issued, and teaching possibilities with that certification. Montessori training centers and organizations throughout the world are welcome to become members of The International Montessori Index. Please to the correct continent page and look for the application at the bottom of that page. The International Montessori Index is completely supported by its members and accepts no commercial advertising. (Source: https://amshq.org}

Montessori Information, Toys & Materials Just as anyone can use the word "Montessori" to describe schools and training centers, they can and do use the name to describe toys and materials that often have nothing to do with Montessori. Quite often suppliers start out with a small selection of good things and then add more and more, veering away from the kind of quality that one would find in a Montessori school. For example, a Montessori teacher avoids plastic, choosing instead natural materials. Also there are no "kits" or "sets" but rather a good supply of beautiful and real materials that the child

uses to carry out real work. And although in the first school in Rome there were dolls and imaginative toys, it was discovered early on that, given the choice, children always prefer to learn about and to study and interact with the real world in all its glory. As far as the "didactic" or teaching materials in Montessori schools, there is an international committee that has overseen the production of such things as the sensorial materials for many years. An impulsive or artistic change in the production, that can result in a breakdown of the success of the method, is then avoided. (Source: https://amshq.org}

Educational Environment s & Materials A sparse environment of carefully chosen materials calls the child to work, concentration, and joy. A crowded or chaotic environment can cause stress and can dissipate a child's energy. As Montessori education becomes more popular more materials are produced which are labeled "Montessori" and one must be more and more careful in selection. Too many materials, or inappropriate materials can be worse than too few.

Birth to Age Six: Before the age of six, a child learns from direct contact with the environment, by means of all the senses, and through movement; the child literally absorbs what is in the environment. The toys and materials in the home and school for this period of development should be of the very best quality to call forth self-respect, respect and care from the child toward the environment, and the development of an appreciation of beauty.

Age Six to Twelve: From age six to twelve, "the age of the Imagination," the children produce so much -- charts, models, books, timelines, maps, books, plays, etc. -- that the environment must be continually pared down to the essentials so that the children continue to create. Sensorial-manipulative materials, such as multiplication bead frames, can also be used for older children, but should be left behind as soon as the child is ready to work in the abstract. The materials for this age are made during Montessori teacher training and are usually of no value to

untrained teachers. However, the philosophy of respecting the child's choice and following the direction of his interests is of value anywhere.

Age Twelve +: From age twelve to eighteen, the child's education becomes more traditional: books, computers, and the tools of the place where he may be apprenticing or doing social work. This is transition to adult life during which time the child learns to function in the real world. The environment now includes the farm, the public library, the work place, the large community. At all ages, since the adult's special interests usually lie in one or two areas of study, we must be sure to introduce him to materials and lessons in all areas, all kinds of experiences, and not limit him to our own interests. In the words of the famous music educator Dr. Shinichi Suzuki, "What does not exist in the cultural environment will not develop in the child." (Source: https://amshq.org}

Details of Montessori Teaching Method The Schedule "The Three-hour Work Period". In the three-six class there is one (sometimes two if it is a full-day schedule) 3-hour, uninterrupted, work period each day not interrupted by group activity. The "3-hour Work Period" is vital to the success of Montessori education and often misunderstood. It means that children have three hours to choose and carry out their own work. It does NOT include any required outside play, group story time "circle time," music, or any other activities which take time away from the child's own choice of activity. During this time adults and children alike respect a child's concentration and do not interrupt one who is busy at a task. All of the traditional group activities spontaneously arise according to the interest of the child or a group of children during the day, or are occasionally called by the teacher if necessary.

Multiage Grouping Children are grouped in mixed ages and abilities in three to six year spans: 0-3, 36, 6-12 (sometimes temporarily, but not ideally, 6-9 and 9-12), 12-15, 15-18. There is constant interaction, problem solving, child to child teaching, and socialization. Children are challenged according to their ability and never bored. The Montessori middle and high school teacher ideally has taken all three training courses plus graduate work in an academic area or areas.

Work Centers The environment is arranged according to subject area, and children are always free to move around the room instead of staying at desks. There is no limit to how long a child can work with a piece of material. At any one time in a day all subjects -- math, language, science, history, geography, art, music, etc., will be being studied, at all levels.

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.

Teaching Ratio 1:1 and 1:30+ Except for infant/toddler groups (Ratio dictated by local social service regulations), the teaching ratio is one trained Montessori teacher and one non-teaching aide to 30+ children. Rather than lecturing to large or small groups of children, the teacher is trained to teach one child at a time, and to oversee thirty or more children working on a broad array of tasks. She is facile in the basic lessons of math, language, the arts and sciences, and in guiding a child's research and exploration, capitalizing on his interest in and excitement about a subject. The teacher does not make assignments or dictate what to study or read, nor does she set a limit as to how far a child follows an interest.

Basic Lessons 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.

Areas of Study 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.

Class Size Except for infant/toddler groups, the most successful classes are of 30-35 children to one teacher (who is very well trained for the level she is teaching), with one non-teaching assistant. This is possible because the children stay in the same group for three to six years and much of the teaching comes from the children and the environment.

Learning Styles All kinds of intelligences and styles of learning are nurtured: musical, bodilykinesthetic, 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.

Assessment 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.

Requirements for Age 0-6

There are no academic requirements for this age, but children are exposed to amazing amounts of knowledge and often learn to read, write and calculate beyond what is usually thought interesting to a child of this age.

Requirements for Ages 6-18 The teacher remains alert to the interests of each child and facilitates individual research in following interests. There are no curriculum requirements except those set by the state, or college entrance requirements, for specific grade levels. These take a minimum amount of time. From age six on, students design contracts with the teacher to guide their required work, to balance their general work, and to teach them to become responsible for their own time management and education. The work of the 6+ class includes subjects usually not introduced until high school or college.

Character Education 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. {Source: http://www.montessori.edu}

The Outcome of the Montessori Method When the environment meets all of the needs of children they become, without any manipulation by the adult, physically healthy, mentally and psychologically fulfilled, extremely well-educated, and brimming over with joy and kindness toward each other. In the following quote Dr. Montessori, speaks of the first Casa dei Bambini (Children's House) in Rome, illustrating the important discovery, and the core of all Montessori work today: When the children had completed an absorbing bit of work, they appeared rested and deeply pleased. It almost seemed as if a road had opened up within their souls that led to all their latent powers, revealing the better part of themselves. They exhibited a great affability to everyone, put themselves out to help others and seemed full of good will.

Today there are research projects of all kinds being carried out on the results of a Montessori education. As children progress through true (as opposed to those schools who use the name, but have no certified Montessori teachers) Montessori preschools (3-6), elementary (k-6), middle, and high schools, they become progressively more independent and responsible in action and thought. They carry out original research of all kinds and quickly outgrow a teacher's expertise in many areas. They move out into society and become thoughtful and responsible citizens much earlier than we previously thought possible, arranging field trips, social and ecological projects and movements, and apprenticeships. They develop such excellent study habits that they far surpass the level of the curriculum of traditional schools. {Source: http://www.montessori.edu}

Montessori Teachers or Directress The adult in charge of these environments requires unique preparation. The traditional Montessori training is a full year of graduate work for each of the following three age levels, and stages of development, of children: Birth to three years Three years to six years Six years to twelve years. The Montessori middle and high school teacher ideally has taken all three training courses plus graduate work in an academic area or areas. Out of a spirit of enthusiasm for following Dr. Montessori's ideas there is a wide variety of teacher preparation. Some have taken intensive, yearlong graduate courses, studying under experienced master teachers who have themselves undergone an exacting teacher-training certification program of several yearsâ&#x20AC;&#x2122; duration. These Montessori teacher-trainees have earned their certification by passing rigorous practical, written, and oral exams. Others have simply read one of Dr. Montessori's books and applied some of her ideas in a daycare environment. Between these two extremes there are many other examples and no official check on the use of the word "Montessori." Due to the wide variation of the preparation of adult there is a corresponding variety in the success and quality of schools. We know that allowing for the work of the inner guide is the hardest part of working in the classroom. It is easy to emphasize our own agenda; to weigh the academics disproportionately, to push for the quick solution, to substitute our will for the child's. It is so difficult to keep from over-directing, to observe without

judgment, to wait for the child to reveal herself. Yet, over and over again, when we do honor that inner guide, the personality unfolds in a way that surprises - that goes beyond what we could direct or predict. Dr. Sharon Dubble, Ph.D., Professor, Loyola College in Maryland

Montessori education has worked all over the world, with all kinds of children (wealthy, poor, gifted, normal, learning disabled, blind, etc.) and environments (from refugee camps and slums, to elegant schools in beautiful private homes). It is not the richness of the environment that determines the success of the Montessori method, but the preparation of the teacher. Dr. Montessori learned early in her work that the education of teachers who are able to kindle flames rather than just fill vessels is not so easy. The Montessori method is philosophically and practically different from other educational methods, and also very different from the personal educational experience of most adults who become Montessori teachers. The words "directress" or "guide" is sometimes used rather than "teacher" because of the different role of the adult in relating to the child - directing him to find the best way to learn from the environment rather than from the adult. Good Montessori teachers come from varied backgrounds, from artists to scientists, mountain climbers and dancers, to grandmothers! What qualities are needed to become a Montessori Directress/Director? A commitment to the full development of the child -- to helping the child's personality unfold. Someone who therefore seeks tirelessly to gain the interest of each child -- ready to enthuse him but also able to stand back and take a supporting role when the child has become engaged in his own work. Also patience, a sense of humor, and a wide variety of interests which will help to bring perspective to their work and enhance the children's lives. Jethryn Hall, MMI, The Maria Montessori Institute, London, UK {Source: http://www.montessori.edu}

Montessori Teacher or Directress Montessori education addresses the whole child: his physical, social, emotional, and cognitive growth. As well as helping each child become an independent

learner, the teacher helps turn his attention outward, fostering community, collaboration, and respect for the dignity of others. Teachers educated in the Montessori Method bring distinctive skills to the task. Their quiet orchestrations lead to magical moments as young children exclaim “I learned it myself!”—and older students think it. Called a “directress” by Montessori Method Founder Dr. Maria Montessori (back in the day when teachers were mostly women!), and sometimes known as a “guide,” the Montessori teacher plays many roles as she directs, or guides, her students.

Skilled Observer Through careful observation, the Montessori teacher comes to know each student’s interests, learning style, and temperament. He understands the student’s developmental needs, and is receptive to her “sensitive periods,” when she is readiest to learn a new concept or skill. With this information the teacher chooses materials and lessons that will capture the student’s attention and entice her to learn. When he observes that the student has mastered a concept or skill, he introduces new lessons that become increasingly complex and abstract.

Creative Facilitator The teacher serves as a resource as students go about their work. She offers encouragement, shares their triumphs, and steers them to greater understanding. She helps them advance through the curriculum as they master new skills, so they are continually challenged and eager to learn. As students’ progress, the teacher modifies the classroom environment, adjusting the learning materials to meet the students’ changing needs.

Character Builder A Montessori class is a close-knit community, fertile ground for nurturing the qualities that help children and youth become citizens of the world and stewards of the planet.

By his own behavior and attitudes, the teacher models value such as empathy, compassion, and acceptance of individual differences. He encourages the students to be courteous and kind. And he brings students together in collaborative activities to foster teamwork, responsibility, self-discipline, and respect. {Source: http://amshq.org)

Montessori Classroom The design and flow of the Montessori classroom create a learning environment that accommodates choice. There are spaces suited to group activity, and areas where a student can settle in alone. Parts of the room are open and spacious, allowing a preschooler to lay out strands of beads for counting, or an elementary student to ponder a 10-foot-long Timeline of Life. You won’t find the customary rows of school desks; children work at tables or on the floor, rolling out mats on which to work and define their work space. Nor are you likely to find walls papered with brightly colored images of cartoons and syndicated characters. Rather, you might see posters from a local museum, or framed photographs or paintings created by the students themselves. There are well-defined spaces for each part of the curriculum, such as Language Arts, Math, and Culture. Each of these areas features shelves or display tables with a variety of inviting materials from which students can choose. Many classrooms have an area devoted to peace and reflection: a quiet corner or table with well-chosen items—a vase of daisies; a goldfish bowl—to lead a child to meditative thought. And always there are places to curl up with books, where a student can read or be read to. Each classroom is uniquely suited to the needs of its students. Preschool rooms feature low sinks, chairs, and tables; a reading corner with a small couch (or comfy floor cushions); reachable shelves; and child-sized kitchen tools—elements that allow independence and help develop small motor skills. In upper-level classrooms you’re likely to see large tables for group work, computers, interactive whiteboards, and areas for science labs.

Above all, each classroom is warm, well-organized, and inviting, with couches, rugs, and flowers to help children and youth feel calm and at home. (Source: https://amshq.org}

Montessori Learning Materials Beautifully crafted and begging to be touched, Montessori’s distinctive learning materials are displayed on open, easily accessible shelves. They are arranged (left to right, as we read in Western languages) in order of their sequence in the curriculum, from the simplest to the most complex. Each material teaches a single skill or concept at a time—for example, the various “dressing frames” help toddlers learn to button, zip, and tie; 3-dimensional grammar symbols help elementary students analyze sentence structure and style. And, built into many of the materials is a mechanism (“control of error”) for providing the student with some way of assessing her progress and correcting her mistakes, independent of the teacher. The concrete materials provide passages to abstraction, and introduce concepts that become increasingly complex. As students’ progress, the teacher replaces some materials with others, ensuring that the level of challenge continues to meets their needs.

The Teacher as Guide The Montessori teacher, child, and environment may be seen as a learning triangle, with each element inextricably linked, and a vital part of the whole. The teacher thoughtfully prepares a classroom environment with materials and activities that entice her students to learn. She may guide her students to new lessons and challenges, but it is the child’s interaction with what the environment has to offer that enables learning to occur. Because the teacher isn’t meant as the focus of attention, he can often be difficult to spot. Typically, you’ll find him sitting on the floor or at a table, observing his students as they work and making notations about their progress, or consulting with an individual or a small group.

Multi-age Grouping

A Montessori class is composed of students whose ages typically span 3 years. Ideally, members stay with the class, and teacher, for the entire cycle, forging a stable community and meaningful bonds. It is common to see students of different ages working together. Older students enjoy mentoring their younger classmates—sometimes the best teacher is someone who has recently mastered the task at hand. Younger students look up to their big “brothers” and “sisters,” and get a preview of the alluring work to come.

A Caring Community The Montessori classroom radiates harmony and respect. Members address each other respectfully and in modulated tones. There are no raised voices; no rude or hurtful behavior. There is a busy hum of activity, yet also a profound respect for silence. Students show grace and courtesy, and an interest in the welfare of others. “Let me help!” is a common classroom refrain. Students work together as stewards of their environment. They take turns caring for classroom pets and plants; do their part to maintain order, such as by returning materials to the shelves after use; and help keep outdoor spaces groomed and litter-free. How to live in community, to learn independently, to think constructively and creatively: These are the lessons of the Montessori classroom that remain with its students as they make their way in the world. {Source: http://amshq.org}

Core Components of Montessori Education While there are many components that are integral to quality Montessori implementation, the American Montessori Society recognizes 5 core components as essential in Montessori schools—properly trained Montessori teachers, multiage classrooms, use of Montessori materials, child-directed work, and

uninterrupted work periods. Fully integrating all of them should be a goal for all Montessori schools. The initial steps of the AMS Pathway of Continuous School Improvement, a framework for articulating the quality of AMS member schools, focus on where a school finds itself in its commitment to these 5 components.

Properly Trained Montessori Teachers

Properly trained Montessori teachers understand the importance of allowing the child to develop naturally. They are able to observe children within a specific age range and introduce them to challenging and developmentally appropriate lessons and materials based on observations of each childâ&#x20AC;&#x2122;s unique interests, abilities, and development (social, emotional, cognitive, and physical). In this way, the teacher serves as a guide rather than a giver of information. She prepares the classroom environment in order to support and inspire the developmental progress of each student and guide each childâ&#x20AC;&#x2122;s learning through purposeful activity. A properly trained Montessori teacher is well versed in not only Montessori theory and philosophy, but also the accurate and appropriate use of Montessori materials. She has observational skills to guide and challenge her students, a firm foundation in human growth and development, and the leadership skills necessary for fostering a nurturing environment that is physically and psychologically supportive of learning. It is essential that Montessori teachers have training in the age level at which they teach. This training prepares the Montessori teacher to design a developmentally appropriate learning environment, furnished with specially-designed materials, where students explore, discover, and experience the joy of learning. AMS recognizes Montessori teaching credentials issued by AMS, NCME, or AMI, or by any other Montessori teacher education programs that are accredited by the Montessori Accreditation Council for Teacher Education (MACTE).

Multi-Age Classrooms

Multi-age groupings enable younger children to learn from older children and experience new challenges through observation; older children reinforce their learning by teaching concepts they have already mastered, develop leadership skills, and serve as role models. This arrangement mirrors the real world, in which individuals work and socialize with people of all ages and dispositions. AMS-approved multi-age groupings, as detailed in our School Accreditation Standards and Criteria, specify a 3-year age grouping in its accredited schools at the Early Childhood and Elementary age levels. At the Secondary level, groupings may be 2- or 3-years. Children from birth – age 3 may be grouped in varying multiage configurations.

Use of Montessori Materials

A hallmark of Montessori education is its hands-on approach to learning and the use of scientifically designed didactic materials. Beautifully crafted and begging to be touched, Montessori’s distinctive learning materials each teach a single skill or concept and include a built-in mechanism (“control of error”) for providing the student with a way of assessing progress and correcting mistakes, independent of the teacher. The concrete materials provide passages to abstraction and introduce concepts that become increasingly complex. The AMS School Accreditation Commission and Teacher Education Action Commission offer these lists of suggested learning materials for each Montessori program level.

Child-Directed Work

Montessori education supports children in choosing meaningful and challenging work of their own interest, leading to engagement, intrinsic motivation, sustained attention, and the development of responsibility to oneself and others. This childdirected work is supported by the design and flow of the Montessori classroom, which is created to arouse each child’s curiosity and to provide the opportunity to work in calm, uncluttered spaces either individually or as part of a group; the availability and presentation of enticing, self-correcting materials in specified curricular areas; teachers who serve as guides and mentors rather than dispensers of knowledge; and uninterrupted work periods, as described below.

Uninterrupted Work Periods

The uninterrupted work period recognizes and respects individual variations in the learning process. During the work period, students are given time to work through various tasks and responsibilities at their own pace without interruption. A childâ&#x20AC;&#x2122;s work cycle involves selecting an activity, performing the activity for as long as s/he is interested in it, cleaning up the activity and returning it to the shelf, then selecting another activity. During the work period, teachers support and monitor the studentsâ&#x20AC;&#x2122; work and provide individual and small-group lessons. The uninterrupted work period facilitates the development of coordination, concentration, independence and order, and the assimilation of information. {Source: http://amshq.org}

Montessori Today Today, because of the need for improved ways to prepare children for a rapidly changing world, there is a great demand for Montessori education. As the need, and the corresponding supply, of services and materials increases it is more important than ever to practice discrimination in selecting schools, training centers, and materials. Montessori education requires exceptional adults who are very well trained through dedication and hard work under the guidance of a master teacher-trainer. Selection of educational materials requires sound judgment and understanding of the needs of children based on good Montessori training of the adult. Too much in the environment distracts the child's attention and scatters his energy, so selection must be based on true understanding of the child. Low quality of materials does not call forth love, respect, and careful handling by the children which leads to superior learning. Remember, anyone can use the name "Montessori" and anyone can post their own interpretation of Montessori on the internet. We hope the information on www.montessori.edu, The International Montessori Index, will help in your search for the best. There are many valuable Montessori conferences and Montessori-related resources available to the public. Most conferences are open to anyone wishing to learn more about Montessori. Please contact individual organizations for more information and bookmark this site to keep in touch with up-to-date conference lists and dates. {Source: http://www.montessori.edu}

Benefits of Montessori Education Montessori education offers our children opportunities to develop their potential as they step out into the world as engaged, competent, responsible, and respectful citizens with an understanding and appreciation that learning is for life. Each child is valued as a unique individual. Montessori education recognizes that children learn in different ways, and accommodates all learning styles. Students are also free to learn at their own pace, each advancing through the curriculum as he is ready, guided by the teacher and an individualized learning plan. Beginning at an early age, Montessori students develop order, coordination, concentration, and independence. Classroom design, materials, and daily routines support the individual’s emerging “self-regulation” (ability to educate one’s self, and to think about what one is learning), toddlers through adolescents. Students are part of a close, caring community. The multi-age classroom— typically spanning 3 years—re-creates a family structure. Older students enjoy stature as mentors and role models; younger children feel supported and gain confidence about the challenges ahead. Teachers model respect, loving kindness, and a belief in peaceful conflict resolution. Montessori students enjoy freedom within limits. Working within parameters set by their teachers, students are active participants in deciding what their focus of learning will be. Montessorians understand that internal satisfaction drives the child’s curiosity and interest and results in joyous learning that is sustainable over a lifetime. Students are supported in becoming active seekers of knowledge. Teachers provide environments where students have the freedom and the tools to pursue answers to their own questions. Self-correction and self-assessment are an integral part of the Montessori classroom approach. As they mature, students learn to look critically at their work, and become adept at recognizing, correcting, and learning from their errors. {Source: http://amshq.org}

International Montessori Organizations The International Montessori Organizations in the world are as under:           

Association Montessori Internationale (AMI) Canadian Council of Montessori Administrators (CCMA) The Indian Montessori Association (IMA) The Institute for Montessori Education (TIME) Montessori Accreditation Council for Teacher Education (MACTE) Montessori Educational Programs International (MEPI) Montessori Europe Pan American Montessori Association (PAMS) The Montessori Foundation (IMC) The North American Montessori Teachers Association (NAMTA) Umm Al-Qura International Montessori (UQIM)