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The Montessori Method

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melissa londono

on 30 September 2013

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Transcript of The Montessori Method

The Montessori

Maria Montessori
"The greatest triumph of our education method should always be this: to bring about the spontaneous progress of the child".
Maria Montessori believed that nothing comes into the mind except through the senses.
the purpose of the sensorial activities is to help the child in his efforts to sort out the many varied impressions given by the senses.
The sensorial materials are designed with a built in feed back to control of error to show when mistakes have been made.
The hands and mind work together, making the learning experience one of doing rather than of simply observing.
Practical Life
The activities found in this area of the classroom, provide real experiences of children.
the practical life exercises are organized in three main areas:

care of the person
care of the environment
grace and courtesy

Sensorial training is very important in learning the basics of arithmetics.
Language Arts,
Science & Social Studies
Language lies at the root of that transformation of the environment that we all call civilization.
Montessori vs. Traditional Preschool Education
Other Methods
We the Montessori

The child who concentrates is extremely happy.
Repetition is necessary for the child to refine his senses, perfect his skills, and build up competency and knowledge.

If we seek perfection, we must pay attention to our own defects, for it is only by correcting these that we can improve ourselves.
To keep in mind...
Free choice is one of the highest of all the mental processes.
Montessori’s method has its base in scientific observation. Observation and classification of plants and animals leads naturally to understanding the world through its environment.
development of an intelligent interest and an appreciation of the natural and physical world; development of a scientific attitude; helping the child acquire a scientific method of problem solving; and helping the child acquire a useful knowledge of scientific principles.
Maria Montessori was born in Chiaravalle, Italy, in 1870.
She was the first woman who graduate from medicine school.
In 1907 she was placed in charge of the Casa dei Bambini school.
By 1925, more than 1,000 Montessori schools had opened in the United States.
During World War II, Montessori developed Education for Peace in India, and earned two Nobel Peace Prize nominations.
She died May 6, 1952, in Noordwijk aan Zee, Netherlands.

The Montessori Philosophy
Our COJOWA mission is to develop integral, bilingual leaders with global perspectives, within a challenging academic environment that motivates the development of individual potential, solid human values, and a decisive commitment with the community.
We will achieve this by way of teamwork between motivated students, quality staff, and committed parents.
Connecting our school with the Montessori Method
Our biggest and most ambitious goal (MEGA) 2012-2016
By 2016 we will be a bilingual educational institution, Highly Functional under SACS standards, that nurtures the integral potential of each and every one of its students.
It directs its educational goals to the development of personal and social values of the students, instructing them to be:
Autonomous, independent and original people, with their own criteria.
Capable of learning by themselves, research, analyze and evaluate information; using knowledge in a productive and creative way.
Capable of understanding social problems and of proposing new solutions.
Prepared to face, with talent and confidence, the future of their community with respect to its economic, cultural, and political aspects.
People with their own identity and with respect for themselves and cultural diversity.
Solid physical, socio-ethical, and intellectual equilibrium enjoying harmonic interaction with nature.
Capable of rapidly adjusting themselves to the unpredictable future.
Learning mathematical concepts in a Montessori classroom begins concretely and progresses towards the abstract.
They are developed from simple to complex.
Abstracting the nature of reality is a human attribute, which all people should have the opportunity to understand and apply to their daily reality.
The Absorbent Mind
The Prepared Environment
Sensitive Periods
Observation plays an important role in Montessori education, for all the different people involved in a school from the students to the teachers to the parents.
Montessori guides (teachers) make regular observations of each child's progress and individual developmental trajectory.
On the basis of these consistent observations, the guide determines when the child is ready to be introduced to new learning materials in the classroom.
The guide also uses this information to give a detailed summary of the child's progress to his/her parents twice a year during teacher–parent conferences.
Children in the classroom are also encouraged to observe other children working as a way to learn from their peers.
The "absorbent mind" refers to the mind's capacity to take in information and sensations from the world that surrounds it.
From birth to three years they use their senses (hands, eyes, ears, and nose) to soak in everything that surrounds them.
The information that the child unconsciously absorbs from his surroundings in the early years is used to construct and create himself.
It is this awesome ability to absorb information that allows children to acquire the language, physical skills (walking, control of his hands), and control over his bodily functions that are necessary for future independence.
Around the age of three years, the child moves from the state of the unconscious absorbent mind, to the state of the conscious absorbent mind.
It is during this conscious state of mind that the child begins to intentionally direct and focus his attention on experiences that will develop that which was created during the first three years.
His mind compels him to sort through, order, and make sense of the information he unconsciously absorbed.
It is through this order of his intelligence that the child gains the freedom to move purposely, to concentrate, and to choose his own direction.
Dr. Montessori believed that children learn best by doing.
Believing that the young child had more potential than educators realized, she began to develop this potential by teaching the young child through their natural interest in exploring the world.
The child's developmentally appropriate approach was designed to individually accommodate each child's unique abilities.
Montessori devoted her life to the education of children.
Her teaching techniques are presently used in public and private school classrooms all over the world.
The goal of the Montessori education is to help children become responsible, self-motivated learners competent in all areas of life.
Each of our classrooms encourage this natural appetite of the child by offering age-appropriate materials to satisfy the child's intense desire for knowledge.
A child who acquires the basic skills of reading and mathematics in this natural way has the advantage of beginning their education without pressure, boredom or discouragement.
By pursuing his or her individual interests in our Casa classroom at an early age, they gain an early enthusiasm for learning, which is the key to becoming a truly educated person.
The Directress works toward developing the child's sense of order, concentration and coordination.
During a sensitive period it is very easy for children to acquire certain abilities, such as language, discrimination of sensory stimuli, and mental modeling of the environment.
Once the sensitive period for a particular ability is past, the development of the brain has progressed past the point at which information can be simply absorbed.
The child must then be taught the ability, resulting in expenditure of conscious effort, and not producing results as great as could be produced if the sensitive period had been taken advantage of.
The prepared environment is designed so that the child has the maximum ability for learning and exploration.
The phrase ‘prepared environment’ refers to a well-thought out environment, classroom or home, designed with the child in mind.
The goal of the prepared environment is to foster independence in the child.
The six principles of the prepared environment are freedom, structure and order, beauty, nature and reality, social environment, and intellectual environment.
More importantly, she believed, adults should observe the behavior and activities of children to discover what sensitive periods they are in.
The Montessori Method...

Promotes self-esteem, encourages fundamental motivation, spontaneous activity and self-education.

Teaches a child respect for one's self, others, and the environment.

Allows each child the ability to obtain a good self-image enabling them to feel secure, independent and self-confident.

Guides the child to grow in knowledge and strength as a whole person and thus gain the practical skills and insight into initiating his success in their future life.
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