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Home » Montessori vs. Traditional

Montessori vs. Traditional

Montessori

  • Child sets own learning pace to internalize information
  • Child works as long as he or she wishes on chosen project
  • Child formulates own concepts from self teaching materials
  • Teacher has unobtrusive role in classroom activities: child is an active participant in learning
  • Child chooses own work from interest and abilities
  • Mixed age grouping
  • Children are encouraged to teach, collaborate and help each other
  • Child can work where he or she is comfortable, moves around and talks at will (yet disturbs not the work of others); group work is voluntary and negotiable
  • Child spots own errors through feedback from material
  • Learning is reinforced internally through a repetition of activity and internal feelings of success
  • Instruction both individual and group, adapts to each child’s learning style
  • Environment and method encourage internal self discipline
  • Emphasis on cognitive structure and social development
  • Multi-sensory materials for physical exploration
  • Organized program for learning care of self and environment (brushing teeth, washing dishes after eating, responsible for keeping classroom clean, etc.)
  • Parental involvement and understanding Montessori learning philosophy encouraged and offered

Traditional

  • Instruction pace usually set by group norm or teacher
  • Child generally given specific time period for work
  • Child is guided to concepts by teacher
  • Teacher has dominant, active role in classroom activity: child is a passive participant in learning
  • Curriculum structured for children with little regard to child’s interest
  • Same age grouping
  • Most teaching is done by teacher and collaboration is discouraged
  • Child usually assigned own chair; encouraged to sit still and listen during group sessions
  • If work is corrected, errors usually pointed out by teacher
  • Learning is reinforced externally by rote repetition and rewards/discouragements.
  • Instruction both individual and group conforms to adult’s teaching style
  • Teacher acts as enforcer of discipline
  • Emphasis on rote knowledge and social development
  • Fewer materials for sensory development and concrete manipulation
  • Less emphasis on self care instruction and classroom maintenance
  • Parental involvement minimal at outside events like fundraisers and no effort placed on parental understanding of learning process.

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Email Us: amipl@jewishmontessorisociety.org

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