Unlike some private schools, which strive for very small classes, Montessori values the lessons of community when the size of the class is somewhat larger. Montessori classes might include 20–30 students, depending on the classroom space, with a mixed age group (3-6).

Though it seems as if the children are free to do whatever they want, the reality is that they have freedom within boundaries. For instance, they are free to choose their work and work in any area of the room they prefer, but they are not free to throw the materials or run around the room. Dr. Montessori observed that children are more motivated to learn when working on something of their own choosing. 

Dr. Montessori realized that children’s play is their work and she used the term “work” to describe all their classroom activities. Montessori students work hard, but they don’t experience it as drudgery; rather, it’s an expression of their natural curiosity and desire to learn.

The Montessori Directress does not spend time teaching large groups of children at the same time, like traditional teacher’s do. Each child is an individual and learns at a different pace. The directress has a plan for each child, considering their age and their level; she presents lessons to a number of individual children each day and by the end of the week she would have given lessons to every child in the classroom who needs a lesson. There are a number of materials that help teach the children different concepts and skills, the children are allowed to practice with the materials until they master the concept and then they move to a different area. The materials they work with are engaging and self-correcting, and a child can spend long periods working and gaining knowledge independently. Her observation helps her know what to present and when.

Montessori schools teach the same basic skills as traditional schools, and offer a rigorous academic program. Most of the subject areas are familiar—such as math, science, history, geography, and language—but they are presented through an integrated approach that brings separate strands of the curriculum together.

Montessori teachers are qualified to teach all sections of the curriculum. But many schools choose to also employ specialists in certain subjects, including art, music, foreign language, physical education, and science.

Grades, like other external rewards, have little lasting effect on a child’s efforts or achievements. Our aim is to help the child develop motivation from within. A self-motivated learner also learns to be self-sufficient without needing external reinforcement. Although most Montessori teachers don’t assign grades, they closely observe each student’s progress and readiness to advance to new lessons.

In a Montessori school children are allowed to work at their own pace and every child learns to respect another child’s pace. We encourage collaboration and not competition so a child with special learning needs will have a plan following his ability and his pace.

The Montessori curriculum covers every area and prepares the child both academically, socially and for life in general. Because the system uses concrete experiences to understand abstract ideas, at some points it may seem as though the Montessori child is behind, but once they complete the 3-year program, they develop a strong understanding of the concrete and working abstractly becomes effortless. Research shows that Montessori students have greater social and behavioral skills. They demonstrate a greater sense of fairness and justice, for example, and are more likely to choose positive responses for dealing with social dilemmas. So not only are they well rounded academically, but socially as well.

The grouping allows older students to act as role models and younger students to have older children to look up to. There are things that a 3 year old learns from a 4 or 5 year old that a teacher can never teach them. Research has shown that a large percentage of children with older siblings begin talking earlier than firstborn children. Younger children learn from the older ones just by being around them and older children reinforce their knowledge just by teaching it to the younger child. All members of the community benefit from this set-up. Older students are proud to act as role models; younger ones feel supported and gain confidence about the challenges ahead. 

We encourage the older children to look after the younger children, it develops leadership skills. This is part of the older child’s work in constructing himself, under the guidance of his teacher. The older children by nature love taking care of the younger children, imitating what they see the adults in their environment do. They do this with so much enthusiasm. You can see them working as a team to make sure the younger children are well cared for. This collaboration and empathy are key attributes needed in today’s world.

Montessori schools do not typically assign home-work to children below the elementary years. In school the children work with materials building concrete understanding of concepts learned and these materials must be used by a trained adult who understands what the child should do, how to do it and how to assist with the challenges the child may have. Someone without that understanding means well but may end up confusing the child they are trying to help. The work the child does in school is so concrete and the understanding so definite that they do not need extra academic work at home.

There are various opportunities for a parent to visit the classroom and observe their child. In addition, priodic reports of activities the child has done throughout the period are sent home with suggestions of activities to do at home. Our parent education programs also empower parents to prepare environments and engage their children at home.