Montessori students have so much freedom that I worry about how they will deal with being asked to sit in a seat and do a specific assignment when they transition to a traditional school. (Please notice that this is not a question about academics; this is a question about whether the child will be able to conform to the rigidity required by traditional schools.)
Starting at the age of 5 or 6 years, traditional schools expect children to sit in chairs, hold writing utensils, and stare at white pages under florescent lights for long periods of time. Without even touching the academics of traditional schools, we already have a major problem. The expectations they place on children of this age are unrealistic and exhibit a clear lack of acknowledgement or understanding of child development. What they are asking of these young children is physically painful for them; their bodies and muscles (yes, even eye muscles) are still developing at this stage. To deny them movement and useful things to do with their bodies and minds is like denying them oxygen. They are also asked to control their bodily needs in ways that are nearly impossible for them. And without speaking to the academics being offered, these youngest students are in no way engaged in what is going on the classroom. At this crucial period of their lives when they are most active and have the most energy, they are asked to sit passively and let someone else do all the work for them. So many young children in traditional schools are considered discipline problems because they won't sit still, won't do their worksheets, have terrible fine motor skills (i.e. bad handwriting), and on and on the complaints roll out from their teachers. Is it any wonder why? Traditional schools are not addressing their first and foremost fundamental needs for movement and activity. The most basic behavioral expectation in traditional schools is exactly the same for a 5 year old, a 9 year old, a 13 year old, and an 18 year old - sit in your desk, be still, be quiet, and focus on what's put in front of you by someone else. In stark contrast, Montessori acknowledges and celebrates this all-important aspect of child development and, in continuity with their own developmental needs, leads children to a point where they are empowered to meet more rigid demands and expectations.
Our primary students have freedom of movement. Everything they do involves movement. In the primary classroom, there are very few tables and chairs. A majority of their work is done on the floor (where they are most comfortable) and absolutely everything is tactical and concrete. Everything they do can be touched, picked up, tested all over, handled, etc. When you visit our primary classroom, you are amazed by how busy they are. Their minds and hands are constantly busy. Their bodily needs are also still very strong at this point in their lives. When their body finally registers the need for a restroom, it's needed NOW. When they get hungry, they need food NOW. They have very little control over their bodies and thus are given complete control over how and when to meet those needs.
Lower Elementary is, in itself, a transitional time for our students. As these students reach the age of six and continuing through the age of nine, they enter into the middle stages of child development and their need for movement and activity begins to decrease. They become more comfortable sitting in chairs, although there are still plenty of times when they would rather be on the floor. Their concentration expands and we find they can focus intently on something for long periods of time. For the most part, their fine motor skills are well-developed so the need to handle everything begins to decrease as well, although it is still important that they periodically have things to do with their hands throughout the day besides just hold a pencil. They still need lots of time to run, play, and expend energy so they get an hour for recess each day to break up their longer, more intense periods of work. This time is a very important break for the mind and the body. They are also starting to learn to be the masters of their own bodies rather than letting their bodily needs master them and the demand for immediate attention to personal needs diminishes.
In Upper Elementary and by the time a student reaches the age of nine the need for movement is drastically decreased. It is not uncommon to find upper elementary students sitting in one place working for well over an hour without ever moving. They are comfortable with books, worksheets, and other means of abstractly absorbing information and have lost the need for busy hands. They have reached a stage where sitting in the floor is no longer fun and comfortable; they prefer tables and chairs. They still play vigorously at recess for short periods of time but they start to enjoy times of just visiting with friends or teachers. It becomes more of a break for the mind and less for the body. So by this stage of child development they are quickly reaching the point of being ready to face the demands traditional school place on students. Their ability to concentrate for long periods of time has been honed and their bodily needs such as restroom needs, hunger, thirst are well-controlled. They don't need endless amounts of movement. Essentially, the students have reached a stage of development where these demands are actually age appropriate.
As I have explained the progression of the Montessori program as contrasted against traditional schools which treat all children the same regardless of age, I hope you can clearly see that when students are developmentally ready to deal with being asked to sit still, learn abstractly, and do things a certain way they will have absolutely no problem doing so. Students over the age of 12 should not have problems dealing with the rigid behavioral demands traditional schools place on them - even Montessori students - because they are developmentally ready and able to meet those demands head on.
Wednesday, March 11, 2009
Montessori Transition
Disclaimer: It's going to take a series of posts to address this topic. This post is simply the introduction!
One of the questions I deal with most often is, "What happens when a child leaves Montessori?" And the underlying fear or skepticism I hear in their voice and see in their eyes is, in all honesty, hard for me to comprehend. I patiently answer their questions, listen to what they've heard from other people, and reply with my standard responses all the while trying very hard to conceal the fact that I absolutely do not understand their concern. One reason I think it is difficult for me to empathize with their fear is because I am educator who has seen both sides of the situation and I have complete faith in the Montessori method of education. Most of the people who pose this question to me are, of course, parents who want the absolute best for their child. That I can empathize with and that is why I often approach this question as a parent rather than as an educator; it gives me the ability to remember where they are coming from, why they are so concerned, and to tailor my responses to assuage their fears.
But since this a blog and not a conversation, I think the best way to address the overwhelming concern people express about students transitioning out of the Montessori school and into a traditional school is to systematically work through the myths, misconceptions, and misunderstandings people have about traditional education, Montessori education, and child development. I am not going to discuss transitioning at the Kindergarten or 3rd grade level so the majority of my information will speak to children who remain in Montessori through the 6th grade and then transition into junior high at 7th grade; however, parents considering transitioning at other times may also find this information helpful. In the next few days, I will be post a series of arguments that I hear about how and why children will struggle when they transition to a traditional school. I welcome any feedback you have on this topic and also ask that you let me know if you have a specific concern about transitioning that you would like me to address.
One of the questions I deal with most often is, "What happens when a child leaves Montessori?" And the underlying fear or skepticism I hear in their voice and see in their eyes is, in all honesty, hard for me to comprehend. I patiently answer their questions, listen to what they've heard from other people, and reply with my standard responses all the while trying very hard to conceal the fact that I absolutely do not understand their concern. One reason I think it is difficult for me to empathize with their fear is because I am educator who has seen both sides of the situation and I have complete faith in the Montessori method of education. Most of the people who pose this question to me are, of course, parents who want the absolute best for their child. That I can empathize with and that is why I often approach this question as a parent rather than as an educator; it gives me the ability to remember where they are coming from, why they are so concerned, and to tailor my responses to assuage their fears.
But since this a blog and not a conversation, I think the best way to address the overwhelming concern people express about students transitioning out of the Montessori school and into a traditional school is to systematically work through the myths, misconceptions, and misunderstandings people have about traditional education, Montessori education, and child development. I am not going to discuss transitioning at the Kindergarten or 3rd grade level so the majority of my information will speak to children who remain in Montessori through the 6th grade and then transition into junior high at 7th grade; however, parents considering transitioning at other times may also find this information helpful. In the next few days, I will be post a series of arguments that I hear about how and why children will struggle when they transition to a traditional school. I welcome any feedback you have on this topic and also ask that you let me know if you have a specific concern about transitioning that you would like me to address.
Monday, March 9, 2009
The Montessori Freedom Myth
Freedom is one of the foundational tenants of the Montessori Philosophy; it is also one of the most often misunderstood tenants. In a Montessori classroom, there is the freedom to choose one's own work; the freedom to work alone or with a partner; even the freedom to simply sit back and take stock. Montessorians believe that a child's freedom is what fuels the learning process. Yet it is precisely this element of freedom that so many parents misunderstand. Many parents believe that their child can simply do whatever he pleases; this thought process is inaccurate and misinterprets the heart of Montessori.
The Montessori method acknowledges the importance of adult guidance in a child's learning environment. At the same time, however, Montessori capitalizes on the special traits inherent in every child, which often go ignored in traditional educational settings. Central to the Montessori approach is the conviction that, in the proper environment, children free to choose their own activities will seek to occupy themselves productively. For some children this comes naturally; for others it is a learned behavior. Regardless, it is something we strive to help all children accomplish.
Freedom in a Montessori classroom brings to light a subtle but important contrast between learning and discovery. If a teacher says to a child, for instance, "drop this ball and observe the force of gravity," the child may follow the instruction and absorb, on some level, the information presented. If, on the other hand, the child performs an activity of her choice and in so doing happens to discover gravity, that discovery will ignite a spark of understanding that lodges deeply in her consciousness. The freedom to learn through discovery elevates understanding to a significantly higher level. Thus, we create an environment in which materials are presented attractively, and we respect the child's right to choose freely among them, because in so doing she satisfies her own need for productive activity and her desire for understanding. She also builds a solid foundation of self-sufficiency and independence. Further, her freedom allows her to experience the exhilaration of personal discovery. This freedom comes from the work she chooses to engage in, not from simply doing whatever she wants.
Freedom in a Montessori classroom is not without limitations. The freedom of the child is guided by three principles: respect for self, respect for others, and respect for the environment. A child must not interfere with other children's work. For example, a child would be corrected (or his freedom limited by an adult) if he were talking loudly or running through the classroom. A child found playing in the bathroom during work time would be reminded that we respect ourselves by giving our best effort at the tasks we've set for ourselves for the day. Work materials must be returned to their proper places and handled appropriately or a child may find he can no longer choose to work with that material. If a child is disruptive during a group activity or discussion, he will be removed from the group. The three principles of respect are simple and reasonable and provide a sound set of boundaries and structure for the children so they know what to expect and what is expected.
There are even times when it may be necessary to remove the child's choices from him for a time or to establish classroom procedures that benefit the collective group but infringe on the freedom of the individual. Remember that Montessori is about preparing children for life. In life, there are rules, restrictions, and regulations. Many of our laws infringe on the freedom of the individual but have the collective interest of the human race at their foundation. Take speed limits for example. The speed limit restricts my right to drive as fast as I want, but is put in place for the safety of all people. If I choose to ignore this regulation often enough, eventually someone will take this choice away from me and make it for me, essentially saying, "Since you cannot respect other people and their safety, your ability to choose to drive slowly and responsibly has been removed from you and we revoke your driving license for a period of time." Compare the choice of driving too fast and recklessly with driving carefully and choosing how I get from Point A to Point B. As long as I obey traffic laws, no one is going to infringe on my right to take a certain route from my house to work every morning. That is my choice and the choice I make does not affect others.
Let's apply this balance of freedom in the classroom where there are procedures that serve the collective interest of the group but infringe on the freedom of the student. In our elementary classes, for example, there are no bathrooms. The bathrooms are located in the hallway and accommodate two people at a time. In order to ensure a fair and timely bathroom break for all students as needed, bathroom passes are used. To go to the restroom, a student must have a bathroom pass (there are two passes for girls and two passes for boys). If a student needs to go to the restroom and there is no pass, she must wait. This procedure infringes on the freedom of the child in that she cannot go to bathroom whenever she chooses unless a pass is available; however, this procedure benefits the entire class. It stops students from gathering in the bathroom in larger groups that would be more likely to play or visit rather than focusing on their bodily needs and returning to the task at hand. It stops students from wasting time in the bathroom. Most children know that it is highly likely that someone else is waiting for the bathroom pass so they return to the classroom more quickly than they would otherwise. Ideally, we would like for our elementary children to have bathrooms in their classroom, but because they do not, the individual freedom of one child is superseded by what is best for the entire group of students.
That is what Dr. Montessori meant when she said, "The liberty of the child should have as its limit the collective interest." Dr. Montessori never abdicated the authority of the adult to the freedom of the child; in fact, to do so, she said, would prove disastrous for the child. In her own words: "to give a child liberty is not to abandon him to himself or neglect him. The help we give must not amount to a passive indifference to all the difficulties he will encounter; rather we must support his development with prudent and affectionate care." Instead, just as is true with much of Montessori, the adults are there to appropriately guide the child in such a way that she finds herself free to choose things that interest her and are in her best interest.
The Montessori classroom offers the child freedom of movement and choice of activity, but with this freedom comes responsibilities to self, to others, and to the whole class. To say that a child can do whatever pleases him gives the freedom without the responsibility and does a great disservice to the child. It is extremely important that as Montessori parents we understand the subtle but significant difference.
The Montessori method acknowledges the importance of adult guidance in a child's learning environment. At the same time, however, Montessori capitalizes on the special traits inherent in every child, which often go ignored in traditional educational settings. Central to the Montessori approach is the conviction that, in the proper environment, children free to choose their own activities will seek to occupy themselves productively. For some children this comes naturally; for others it is a learned behavior. Regardless, it is something we strive to help all children accomplish.
Freedom in a Montessori classroom brings to light a subtle but important contrast between learning and discovery. If a teacher says to a child, for instance, "drop this ball and observe the force of gravity," the child may follow the instruction and absorb, on some level, the information presented. If, on the other hand, the child performs an activity of her choice and in so doing happens to discover gravity, that discovery will ignite a spark of understanding that lodges deeply in her consciousness. The freedom to learn through discovery elevates understanding to a significantly higher level. Thus, we create an environment in which materials are presented attractively, and we respect the child's right to choose freely among them, because in so doing she satisfies her own need for productive activity and her desire for understanding. She also builds a solid foundation of self-sufficiency and independence. Further, her freedom allows her to experience the exhilaration of personal discovery. This freedom comes from the work she chooses to engage in, not from simply doing whatever she wants.
Freedom in a Montessori classroom is not without limitations. The freedom of the child is guided by three principles: respect for self, respect for others, and respect for the environment. A child must not interfere with other children's work. For example, a child would be corrected (or his freedom limited by an adult) if he were talking loudly or running through the classroom. A child found playing in the bathroom during work time would be reminded that we respect ourselves by giving our best effort at the tasks we've set for ourselves for the day. Work materials must be returned to their proper places and handled appropriately or a child may find he can no longer choose to work with that material. If a child is disruptive during a group activity or discussion, he will be removed from the group. The three principles of respect are simple and reasonable and provide a sound set of boundaries and structure for the children so they know what to expect and what is expected.
There are even times when it may be necessary to remove the child's choices from him for a time or to establish classroom procedures that benefit the collective group but infringe on the freedom of the individual. Remember that Montessori is about preparing children for life. In life, there are rules, restrictions, and regulations. Many of our laws infringe on the freedom of the individual but have the collective interest of the human race at their foundation. Take speed limits for example. The speed limit restricts my right to drive as fast as I want, but is put in place for the safety of all people. If I choose to ignore this regulation often enough, eventually someone will take this choice away from me and make it for me, essentially saying, "Since you cannot respect other people and their safety, your ability to choose to drive slowly and responsibly has been removed from you and we revoke your driving license for a period of time." Compare the choice of driving too fast and recklessly with driving carefully and choosing how I get from Point A to Point B. As long as I obey traffic laws, no one is going to infringe on my right to take a certain route from my house to work every morning. That is my choice and the choice I make does not affect others.
Let's apply this balance of freedom in the classroom where there are procedures that serve the collective interest of the group but infringe on the freedom of the student. In our elementary classes, for example, there are no bathrooms. The bathrooms are located in the hallway and accommodate two people at a time. In order to ensure a fair and timely bathroom break for all students as needed, bathroom passes are used. To go to the restroom, a student must have a bathroom pass (there are two passes for girls and two passes for boys). If a student needs to go to the restroom and there is no pass, she must wait. This procedure infringes on the freedom of the child in that she cannot go to bathroom whenever she chooses unless a pass is available; however, this procedure benefits the entire class. It stops students from gathering in the bathroom in larger groups that would be more likely to play or visit rather than focusing on their bodily needs and returning to the task at hand. It stops students from wasting time in the bathroom. Most children know that it is highly likely that someone else is waiting for the bathroom pass so they return to the classroom more quickly than they would otherwise. Ideally, we would like for our elementary children to have bathrooms in their classroom, but because they do not, the individual freedom of one child is superseded by what is best for the entire group of students.
That is what Dr. Montessori meant when she said, "The liberty of the child should have as its limit the collective interest." Dr. Montessori never abdicated the authority of the adult to the freedom of the child; in fact, to do so, she said, would prove disastrous for the child. In her own words: "to give a child liberty is not to abandon him to himself or neglect him. The help we give must not amount to a passive indifference to all the difficulties he will encounter; rather we must support his development with prudent and affectionate care." Instead, just as is true with much of Montessori, the adults are there to appropriately guide the child in such a way that she finds herself free to choose things that interest her and are in her best interest.
The Montessori classroom offers the child freedom of movement and choice of activity, but with this freedom comes responsibilities to self, to others, and to the whole class. To say that a child can do whatever pleases him gives the freedom without the responsibility and does a great disservice to the child. It is extremely important that as Montessori parents we understand the subtle but significant difference.
Thursday, March 5, 2009
Do You Remember...?
I love this time of year. This is the time of year when I get to spend a good portion of my time at work talking about the phenomenal Montessori method of education. You're probably thinking, "Isn't that what you do most of the time anyway? Isn't that your job?" And in some ways you're right. But this is different.
This is the time of year when new families, who know very little if anything about Montessori, come and tour our school. Many of them are checking out various schools. They're doing their homework and making all the right steps to choosing a school for their child. They're unsure, they're undecided, they're worried about making the best choice for their family. And then they come to The Montessori School.
I usually spend anywhere from 15 to 20 minutes with a prospective family in my office. I have an 80/20 rule that I try to live by where I try to only talk 20% of the time and let them talk 80% of the time. If you think that I should be trying to sell them on the school, we disagree. I can't sell Montessori; no matter how much I talk, they'll never buy it. Because Montessori isn't a product. It isn't merchandise. It's a philosophy, a thought process, a lifestyle. As I take time to listen to this family talk about their child, their family, their educational beliefs, I can begin to get a sense of how Montessori will fit into their lives and to tailor the tour to meet the needs and desires they express.
After we chat for a while, I take them into the classrooms and watch for the "Ah ha!" moment to come. As we move through the environments, I can begin to see the wonder and amazement in their eyes. They are awed by what the children are learning, how they are interacting with teachers and peers, the works on the shelves, and everything else that goes into a Montessori environment. You can almost see the wheels turning as their mind rewinds to their education experience and how different these classrooms seem to be. And, more often than not, by the time we make our way back to the office, they are so excited to be making an interview appointment for their child.
Do you remember that moment you had, the moment when you realized that Montessori is what you wanted for you child? I encourage you to think back to that moment every once in a while. Try to re-envision the awe and wonder you felt the first time you truly experienced a Montessori environment. And share that with a friend. Encourage them to come discover for themselves why you made the Montessori choice. I can't wait to meet them and help create that moment for them.
This is the time of year when new families, who know very little if anything about Montessori, come and tour our school. Many of them are checking out various schools. They're doing their homework and making all the right steps to choosing a school for their child. They're unsure, they're undecided, they're worried about making the best choice for their family. And then they come to The Montessori School.
I usually spend anywhere from 15 to 20 minutes with a prospective family in my office. I have an 80/20 rule that I try to live by where I try to only talk 20% of the time and let them talk 80% of the time. If you think that I should be trying to sell them on the school, we disagree. I can't sell Montessori; no matter how much I talk, they'll never buy it. Because Montessori isn't a product. It isn't merchandise. It's a philosophy, a thought process, a lifestyle. As I take time to listen to this family talk about their child, their family, their educational beliefs, I can begin to get a sense of how Montessori will fit into their lives and to tailor the tour to meet the needs and desires they express.
After we chat for a while, I take them into the classrooms and watch for the "Ah ha!" moment to come. As we move through the environments, I can begin to see the wonder and amazement in their eyes. They are awed by what the children are learning, how they are interacting with teachers and peers, the works on the shelves, and everything else that goes into a Montessori environment. You can almost see the wheels turning as their mind rewinds to their education experience and how different these classrooms seem to be. And, more often than not, by the time we make our way back to the office, they are so excited to be making an interview appointment for their child.
Do you remember that moment you had, the moment when you realized that Montessori is what you wanted for you child? I encourage you to think back to that moment every once in a while. Try to re-envision the awe and wonder you felt the first time you truly experienced a Montessori environment. And share that with a friend. Encourage them to come discover for themselves why you made the Montessori choice. I can't wait to meet them and help create that moment for them.
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