Why Montessori

Conventional methods of education were developed specifically to prepare large numbers of children to enter the workforce. Traditionally, little thought has been given to differentiating instruction or catering to the needs of individual children. That has been changing in recent years, but many schools are still in the early years of personalizing education.

Montessori schools are specifically designed to allow each child to move at their own pace. Learning is not linear, and children are not always ready to learn specific skills according to an adult-prepared timeline, or in perfect tandem with their peers. In Montessori, children who need more support with certain skills get that support, and those who are ready to move ahead are able to find the challenges they crave. We intentionally do not teach a whole class of children the same skill at the same time -- because while this may seem more efficient from the perspective of an adult tasked with teaching, it’s not  what serves the children the best. 

No two persons are alike, and people do not grow at the same rate. As educators, it is our task to meet children where they are and give them the support they need to get where they want to be.

A Montessori school is more than just a school -- we believe schools have the capacity to be so much more. We aim to make meaningful connections between everyone involved. Some of the ways we do this include:

• Giving our guides opportunities to connect with one another for development
• Encouraging our guides to form connections within the larger Montessori network
• Making sure parents and guides have ample time to discuss each child’s growth and needs
• Providing opportunities for parents to form relationships with one another
• Gathering as a whole school periodically
• Forming bonds between children at different ages and levels
• Reaching out to make connections with the local community
• Giving our educators and families a voice in school decision making

We also believe that it is our job to take the guesswork out of making these types of connections. We intentionally provide structure that makes it simple for everyone to find common ground and communicate seamlessly.

Lots of people use the phrase ‘teaching to the whole child’ but in Montessori schools, we mean that on a foundational level. We do not teach simply to convey academic information. In Montessori, academics are emphasized right along with emotional, social, sensorial, and practical life development. We integrate the arts and movement into everything our children do, rather than isolating these areas of study into a separate class. Children learn how to navigate and resolve conflict and how to adhere to grace and courtesy social norms.

We believe our greatest task is to give children a global view of the world. This means we want them to understand the interconnectedness of all things so that they may become fully integrated members of their greater community as they grow and mature.

While we do not elevate academics over other kinds of learning, it is also true that Montessori academics are some of the highest standards there are. It is not uncommon to see four-year-olds in our schools reading, six-year-olds completing long division problems, and nine-year-olds classifying botanical specimens. These tasks are completed joyfully, in part because we present information in such a way that children discover it for themselves rather than passively taking in facts given by an adult.

Another reason Montessori students seem to work at an advanced academic level is because of what we call sensitive periods. Through years of observation, Dr. Maria Montessori noticed that young children seemed primed, and particularly interested and ready, to develop certain skills during very specific time periods. While, of course, there is variation between individual children, she noticed some general patterns that have helped us develop our curriculum. One interesting example is that of the study of geometry. Many of us were first exposed to the subject during our high school years, when it turns out that primary- and elementary-aged children are not only interested in geometry, but have a great capacity to learn far more than we typically give them credit for. This is why you may hear your five-year-old talking about rectangular prisms, or your seven-year-old discussing the differences between isosceles, right, and scalene triangles. 

By offering access to materials and learning during the appropriate "senstive period," Montessori children are able to incorporate concepts other schools may wait years to introduce.

Quite the lofty goal! From the very beginning, Dr. Montessori saw it as her mission to improve the world through education. She believed that by giving children the honor and respect they deserved, the benefits would trickle through to families, the community, and society in general. She believed in the equality of all people and saw that education has the potential to be a great leveler. 

Montessori schools aim for peace. This starts between individuals and involves teaching our youngest students how to be kind and gracious toward one another. Another important aspect of our work is having great respect for the environment and other living beings, as well as a reverence for the wide diversity of cultures around the globe. Combined, these elements are meant to cultivate children’s respect for themselves and others, as well as a desire to ensure interconnectedness and fairness for all.