Greensboro
Montessori School Philosophy
What is Montessori?
This system of education promotes both a philosophy for children’s growth
and a rationale for guiding such growth. It is based on practicing respect and
responding to the child’s developmental needs for freedom within limits.
Carefully prepared environments guarantee exposure to materials and experiences
that develop intelligence as well as physical, emotional and spiritual needs.
It is designed to take full advantage of self-motivation and the unique abilities
of young children to develop their own potential. Children need adults to reflect
with them on the possibilities of their lives, but children themselves must direct
their responses to those possibilities.
 How did Montessori begin?
Dr. Maria Montessori, the first woman to graduate from the University of Rome
Medical School, became interested in education as a doctor treating "retarded" children.
She refined her approach through careful observation of children engaged in learning
situations and began work with "normal" children in 1907 when she was
invited to organize schools in a reconstructed slum area of San Lorenzo, Italy.
Over time, Dr. Montessori shared her knowledge with others interested in educating
young children and her philosophy spread throughout Europe and the United States.
How has Montessori education been introduced in
the
United States?
The Montessori method was introduced in this country in around 1912 as early
schools were founded in homes such as that of Alexander Graham Bell. Though initially
the approach toward children’s learning was received with enthusiasm, interest
in Montessori waned as schools began to emphasize play and social interaction
for young children over the development of intellectual skills for learning.
Dr. Nancy McCormick Rambusch reintroduced the Montessori approach in 1958 as
the educational climate in the United States began to change due an increasing
interest in psychological and developmental growth. The unique Montessori system
of education has enjoyed a tremendous resurgence of interest since the 1960s,
as teacher training programs and schools have expanded throughout the United
States.
Is it expensive?
The cost of establishing a Montessori classroom is probably higher than a traditional
classroom because of the precision and quality demanded in the manufacture of
Montessori materials. Traditionally, Montessori schools are independent from
state funding sources and therefore must charge tuition. The Trustees for Greensboro
Montessori work very hard to keep the cost of educating children within reasonable
limits while not subverting the quality of the curricular offerings. Click
here
for a current tuition schedule.
Is it for all children?
Yes and no. Yes, in the sense that Montessori can work well with a wide variety
of learning styles, socio-economic levels, and ability levels. At GMS we have
observed that the children who work well in our environment are those who have
an internal sense of discipline and can work independently. Montessori classrooms
are rich in materials, levels of learning, and movement of children. Students
who have a difficult time focusing on their work, who require an inordinate amount
of teacher input and direction, who are easily distracted, or who cannot handle
transitions well may not find the classrooms suitable for them.
Is the child free
to do what he or she chooses in the classroom?
The child is free to move about the classroom at will, to talk to other children,
to work with any of the equipment he or she understands, or to ask the teacher
to introduce new materials to him or her. The child is not free to disturb other
children at their work or to abuse the materials. The older children are accountable
for the choices they make and how they use their time.
What does the teacher do?
The teacher works with individual children introducing materials and giving guidance
where needed. His or her primary task is to observe children very carefully in
order to determine their individual needs and to gain the knowledge needed in
preparing the environment to aid each child’s growth. The method of teaching
is indirect in that it neither imposes upon the child as in direct teaching,
nor abandons the child as in a non-directive permissive approach. Rather, the
teacher is constantly alert to the direction in which a child has indicated he
or she wishes to go, and actively works to help the child achieve his or her
goals. In the upper levels, there are group lessons in reading and math. Such
lessons, in conjunction with lessons in the cultural subjects (history, art,
music, fundamental needs of people, and so forth) are conducted on a regular
basis. There is also considerable time given to students who need individual
attention.
What does Montessori do for the child?
Observers of children in Montessori schools (and those who have gone on to venues
other than Montessori schools) have described them as having developed self-discipline,
independence, self-knowledge, academic skills, enthusiasm for learning, and an
organized approach to solving problems.What happens when children go from a Montessori
class to a traditional class?
Montessori children usually adjust readily to new classroom situations. This
is because they have developed a high degree of self-discipline and independence
in their Montessori environments. Also, children have a high degree of adaptability
and can assimilate into and accommodate different situations, including sitting
at desks arranged in rows.
Why do Montessori classrooms have mixed age groups
in
one class?
Children learn from one another. This can be seen in family and play situations
where children are free to observe and interact in a variety of activities. Young
children learn higher-level cognitive and social skills not only through mental
development, but also by observing others as models. Multi-age grouping helps
children develop a sense of community and supports social development. Older
children act as role models and (sometimes) teachers of younger children. This
aids in the development of personality, collaboration, and cooperation. Montessori
classrooms have used mixed age groupings for over 100 years.
At GMS the age groupings are as follows: Infants—4 mos. to 18 mos.; Toddlers—18
mos.
to 3 years; Primary—3
to 6 years; Lower Elementary (Lower El)—6 to 9 years; Upper Elementary
(Upper El)—9 to 11 years; and Middle School—12 to 14 years (6th,
7th and 8th grades).
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