Since Montessori is a word in the public domain, it is possible for any individual or institution to claim to be Montessori. But, an authentic Montessori classroom must have these basic characteristics:
Teachers educated in the Montessori philosophy and methodology for the age level they are teaching, have the ability and dedication to put the concepts into practice.
A partnership established with the family. The family is considered an integral part of the individual's total development.
A multi-aged, heterogeneous grouping of students.
A diverse set of Montessori materials, activities and experiences which are designed to foster physical, intellectual, creative and social independence.
A schedule which allows large blocks of time to problem-solve, to see connections in knowledge and to create new ideas.
A classroom atmosphere which encourages social interaction for cooperative learning, peer teaching, and emotional development.
Typical Groupings
Birth to three Nido (Birth to 15 mths) and Toddler (15mths to 3 years) Children’s House Ages 3 to 6 Lower Elementary Ages 6 to 9 Upper Elementary Ages 9 to 12 Lower Secondary Ages 12 to 15 Upper Secondary Ages 15 to 18
These groupings are based on specific stages of development. The curriculum, materials, and the teacher’s approach to the child change at each level and are designed to meet the needs of the whole child - intellectual, physical, and social and emotional.
To help parents who are looking for a Montessori school for their children, the following guide lines are suggested:-
Does a child have an opportunity to choose work that interests him/her?
Does the teacher act as a guide, or is the teacher the source of all knowledge?
Do the children have a regular opportunity to work with children of different ages?
Is the emphasis on cognitive structures and social development rather than rote knowledge?
Does the school encourage internal self-discipline rather than the teacher acting as primary enforcer of external discipline?
Are the children encouraged to teach, collaborate, and help each other regularly?
Can a child work as long as he/she wants on an interesting challenge without being stopped by a bell or a "period change"?
Is learning its own reward, not "motivated" by prizes and extrinsic rewards?
Are multi-sensory "hands on" materials in regular use?
Can the child choose a favorite spot to work instead of being restricted to a desk and seat?
Are the children respectful of the teacher and the environment?
Are the children nice to each other?
Is the environment organized and attractive?
Do the teachers and staff show respect for the children?
