How is Montessori Different?
Children who are cared for by one understanding, patient, calm caregiver during their formative years grow into adults who are more inclined to be self-motivated, confident, empathetic learners and leaders. These children are better able to think flexibly and creatively and are more conscious of their own needs and the needs of others.
Traditional Learning and Montessori Learning
In a traditional classroom setting, adults decide what children need to learn and when they should be learning. The ability to retain and reproduce information is used as a measure of academic success. The teacher is the giver of information in a traditional classroom, and students are passive receivers. In traditional learning environments, academic success is often prioritized.
The teacher takes on a different role in a Montessori classroom: they provide carefully prepared environments and circumstances so that children are able to pursue their own natural curiosity. Children are active learners in a Montessori classroom. By learning at their own pace and according to their own unique talents, skills, and interests, children develop a love of learning for its own sake, and are more able to grow into their own, individual potential. In Montessori learning environments, caregivers prioritize the social and emotional well-being of the child first, so that they may learn more confidently.
The Montessori approach provides:
An environment that serves the particular needs of each child’s stage of development.
An adult who understands child development and acts as a nurturing guide to help children find their own natural learning paths.
Freedom for children to engage in their own development according to their own developmental timelines.
Children who are cared for by one understanding, patient, calm caregiver during their formative years grow into adults who are more inclined to be self-motivated, confident, empathetic learners and leaders. These children are better able to think flexibly and creatively and are more conscious of their own needs and the needs of others.
Traditional Learning and Montessori Learning
In a traditional classroom setting, adults decide what children need to learn and when they should be learning. The ability to retain and reproduce information is used as a measure of academic success. The teacher is the giver of information in a traditional classroom, and students are passive receivers. In traditional learning environments, academic success is often prioritized.
The teacher takes on a different role in a Montessori classroom: they provide carefully prepared environments and circumstances so that children are able to pursue their own natural curiosity. Children are active learners in a Montessori classroom. By learning at their own pace and according to their own unique talents, skills, and interests, children develop a love of learning for its own sake, and are more able to grow into their own, individual potential. In Montessori learning environments, caregivers prioritize the social and emotional well-being of the child first, so that they may learn more confidently.
The Montessori approach provides:
An environment that serves the particular needs of each child’s stage of development.
An adult who understands child development and acts as a nurturing guide to help children find their own natural learning paths.
Freedom for children to engage in their own development according to their own developmental timelines.
The Prepared Environment: Life at MMS
Beauty, Order, Accessibility
Great care is taken to prepare learning environments to foster a child's independence and natural desire to learn. In Montessori language, "work" is the equivalent of "play." Montessorians believe that a working child - a child deeply focused in an activity of their choosing, facilitated by an experienced Guide - is a joyful child.
In our classrooms, we nurture the happiness, engagement, and fulfillment of all children.
Montessori Materials
Montessori materials are well-crafted, simple, and strong. Each material presents one concept and is self-correcting. For example, the geometric shape will only fit in a particular hole; the water will spill on the table if the pitcher is tipped; only one label will match the last picture. Discovering their own mistakes while working independently allows the children to build self-confidence at a steady, healthy pace.
Community
Each of our classroom communities are named after Mississippi-born peacemakers and positive change makers. We hope that this will encourage each of our students to take ownership of their individual classrooms, as well as foster a belief in our local and greater communities' capacity for goodness in each of our graduates.
Montessori classrooms are vibrant communities in which children interact with other children and adults. Our Guides help to ensure that we meet each child where they are and that each child works at their own pace, encouraged by others and unhindered by negative competition. Grouping children by developmental ages and stages encourages "near-peer mentorship," when older children guide younger children through important educational lessons. At MMS, our goal is that all students eventually become quality, patient mentors.
Great care is taken to prepare learning environments to foster a child's independence and natural desire to learn. In Montessori language, "work" is the equivalent of "play." Montessorians believe that a working child - a child deeply focused in an activity of their choosing, facilitated by an experienced Guide - is a joyful child.
In our classrooms, we nurture the happiness, engagement, and fulfillment of all children.
Montessori Materials
Montessori materials are well-crafted, simple, and strong. Each material presents one concept and is self-correcting. For example, the geometric shape will only fit in a particular hole; the water will spill on the table if the pitcher is tipped; only one label will match the last picture. Discovering their own mistakes while working independently allows the children to build self-confidence at a steady, healthy pace.
Community
Each of our classroom communities are named after Mississippi-born peacemakers and positive change makers. We hope that this will encourage each of our students to take ownership of their individual classrooms, as well as foster a belief in our local and greater communities' capacity for goodness in each of our graduates.
Montessori classrooms are vibrant communities in which children interact with other children and adults. Our Guides help to ensure that we meet each child where they are and that each child works at their own pace, encouraged by others and unhindered by negative competition. Grouping children by developmental ages and stages encourages "near-peer mentorship," when older children guide younger children through important educational lessons. At MMS, our goal is that all students eventually become quality, patient mentors.
- Developed by Dr. Maria Montessori (physician, psychologist, anthropologist and educator) in 1897 in Rome, Italy.
- Supported by the latest research in neuropsychology and developmental psychology, calling for children to be more proactive and creative in their own learning experience.
- Classroom environments are prepared to meet the children’s development needs so that each child can reach his own unique potential.
- Engenders independence, responsibility, resourcefulness, creativity, collaboration and empathy in each child.
- Movement and learning are closely connected; movement enhances learning.
- Placing children in mixed age groups, corresponding to planes of development, allows them to relate to children who are both older and younger.
- Observation of the child reveals the proper timing for presentation of new information and experiences.
- Lessons are given individually or in small groups.
- Grace, Courtesy and Practical Life skills are practiced daily, starting in the toddler and primary classrooms, teaching independence, self-reliance, and consideration towards others.
- Child-centered, with an emphasis on project-based collaborative group work and problem-solving at the elementary level.
- Integrated curriculum at the elementary and adolescent levels foster a more holistic learning experience, making connections and inferences based on a big picture approach.
- Elementary children practice time-management, goal-setting and accomplishment, and self-evaluation through the use of work journals and one-on-one weekly conferences with the teacher.