A Montessori school is a learning center

based on the “whole-child” educational approach of Dr. Maria Montessori, the first female physician to graduate from the University of Rome.

A Montessori program aims to help each child reach full potential in all areas of life.  School activities promote development of social skills, emotional growth, independence, decision-making and physical coordination as well as academic preparation.  Each classroom functions on the principle of freedom within limits:  once introduced to specific materials, the children are free to choose their own work and to work individually or in small groups.  Values embodied in the “ground rules” of each classroom include respect for oneself, for others, and for the environment.

Starting in preschool, teachers help students learn peaceful resolution of minor conflicts and encourage positive attitudes toward self and others.

Each Montessori classroom is a carefully prepared environment designed for the developmental stages of its students. 
The specially trained guide maintains an atmosphere supportive of exploration and discovery.  The beautifully designed Montessori materials are an important part of the learning experience, inviting children to engage and interact.  In a Montessori classroom, the children develop a genuine love of learning by discovering concentration, motivation, and self-discipline.

 

Some Comparisons of Montessori Education with Traditional Education Created by The American Montessori Society
A Montessori program is based on self-direction, non-competitive and cooperative activities that help a child develop a strong self-image, high levels of academic and social competence, and the confidence to face challenges with optimism.  Encouraged to make decisions from an early age, Montessori educated children are problem-solvers who can make appropriate choices, mange their time, and work well with others.  They exchange ideas and discuss work freely.  These positive communication skills build the foundation for negotiating new settings.
Montessori	Traditional
Views the child holistically, valuing cognitive, psychological, social, and spiritual development.	Views the child in terms of competence, skill level, and achievement with an emphasis on core curricula standards and social development.
Child is an active participant in learning; allowed to move about and respectfully explore the classroom environment; teacher is an instructional facilitator and guide	Child is a more passive participant in learning; teacher has a more dominant, central role in classroom activity
A carefully prepared learning environment and method encourages development of internal self-discipline and intrinsic motivation	Teacher acts a a primary enforcer of external discipline promoting extrinsic motivation
Instruction, both individual and group, adapts to students' learning styles and developmental levels	Instruction, both individual and group, adapts to core curricula benchmarks
Three-year span of age grouping, three-year cycles allow teacher, students, and parents to develop supportive, collaborative and trusting relationships	Same-age and/or skill level grouping; one-year cycles can limit development of strong teacher, student, and parent collaboration
Grace, courtesy, and conflict resolution are integral parts of daily Montessori peace curriculum	Conflict resolution is usually taught separately from daily classroom activity
Values concentration and depth of experience; supplies uninterrupted time for focused work cycle to develop	Values completion of assignments; time is tightly scheduled
Learning is reinforced internally through the child's own repetition  of an activity and internal feelings of success	Learning is reinforced externally by test scores and rewards, competition and grades
Child can work where he/she is comfortable and the child often has choices between working alone or with a group that is highly collaborative among older students	Child is usually assigned a specific work space; talking among peers discouraged
Progress is reported through multiple formats:  conferences, narrative reports, checklists and portfolio of student's work	Progress is usually reported through conferences, report cards/grades, and test scores
Children are encouraged to teach, collaborate, and help each other	Most teaching is done by the teacher and collaboration is an alternative teaching strategy
Child is provided opportunities to choose own work from interest and abilities, concepts taught within context of interest	Curricula organized and structured for child based on core curricula standards
Goal is to foster a love of learning	Goal is to master core curricula objectives

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