Literature Displays Praise Montessori Method
Monday, August 4th, 2008
If you’ve been keeping up with us lately, you know we’ve been talking about interesting connections between education and business world as part of our series titled “Education & the Changing Workforce.” In our most recent entry, we painted a picture of a unique event hosted on a university campus that illustrated the stark differences between the traditional American educational method and that of Montessori schools. Today, we’ll continue the discussion by explaining the differences between these two methods in a more detail.
In literature displays across the country, you can stories or special notices about the Montessori Method. The public interest persists, and it makes sense that it does. Many of us have never heard of the Montessori Method, and, if we have, our understanding rarely does it justice.
My attempt to define the Montessori Method goes something like this: It is a type of school that fosters an environment conducive to self-directed and self-corrected learning, appreciation for all fields of study, and development of practical life skills. Teachers are not called teachers, but “directors” or “guiders” instead. These directors or guiders communicate to students that they should perform well for themselves, not for adults, or other children. This approach is believed to be beneficial to the development of the student’s creative and imaginative domains. If true, this is an interesting concept, for if students adopt a resourceful way of doing things at a young age, it becomes a part of how they work, solve problems, and develop their communication skills.
In addition to fostering a self-directed style of learning, the Montessori Method is one that encourages students to understand any topic from a multitude of different angles – is the number one (1) still number one (1) without the numbers two (2), three (3), or four (4)? Is ‘American History’ the same without ‘South American History’ or ‘European History?’
This approach is built upon the idea that learning should be natural, and one should learn relative to what he or she can sense and understand. The reality is that Children are not small adults; they don’t think the same way, they are not required to think about the same things, and they don’t have the same physical capabilities. Montessori “directors” understand this reality, and, in turn, abandon the concept of “teaching” or “lecturing,” and focus instead on guiding students by asking questions that challenge and inspire them to learn and grow on their own.
Come back next time for the next part in the series, where we explore the potential effect the next generation of Montessori students will have on the American workforce and business world.






