IB World School
At first, Montessori may look unstructured to some people, but it is actually quite structured at every level. Just because the Montessori program is highly individualized does not mean that students can do whatever they want. Like all children, Montessori students live within a cultural context that involves the mastery of skills and knowledge that are considered essential.
Montessori teaches all of the basics along with giving students the opportunity to investigate and
learn subjects that are of particular interest. It also allows them the
ability to set their own schedule to a large degree during class time.
At the early childhood level, external structure is limited to clear-cut ground rules and correct procedures that provide guidelines and structure for three- and four-year-olds. By age five, most schools introduce some sort of formal system to help students keep track of what they have accomplished and what they still need to complete.
Elementary Montessori children normally work with a written study plan for the day or week. It lists the tasks that they need to complete, while allowing them to decide how long to spend on each and what order they would like to follow. Beyond these basic, individually tailored assignments, children explore topics that capture their interest and imagination and share them with their classmates.
Montessori teachers carefully observe their students at work. They give their students informal, individual oral exams or have the children demonstrate what they have learned by either teaching a lesson to another child or by giving a formal presentation. The children also take and prepare their own written tests to administer to their friends. Montessori children usually don't think of assessment techniques as tests so much as challenges. Students are normally working toward mastery rather than a standard letter grade scheme.
Standardized Tests: Very few Montessori schools test children under the first or second grades; however, most Montessori schools regularly give elementary students quizzes on the concepts and skills that they have been studying. Many schools have their older students take annual standardized tests.
While Montessori students tend to score very well, Montessori educators are deeply concerned that many standardized tests are inaccurate, misleading, and stressful for children. Good teachers, who work with the same children for three years and carefully observe their work, know far more about their progress than any paper-and-pencil or online standardized test can reveal.
The ultimate problem with standardized tests is that they have often been misunderstood, misinterpreted, and poorly used to pressure teachers and students to perform at higher standards. Although standardized tests may not offer a terribly accurate measure of a child's basic skills and knowledge, in most countries test-taking skills are just another Practical Life lesson that children need to master.
Because Montessori believes in individually paced academic progress, most schools do not assign letter grades or rank students within each class according to their achievement. Student progress, however, is measured in different ways, which may include:
Student Self-Evaluations: At the elementary level, students will often prepare a monthly self-evaluation of the past three months work: what they accomplished, what they enjoyed the most, what they found most difficult, and what they would like to learn in the three months ahead. When completed, they will meet with the teachers, who will review it and add their comments and observations.
Portfolios of Student Work: In many Montessori schools, two or three times a year, teachers (and at the elementary level, students) and parents go through the students' completed work and make selections for their portfolios.
Student/Parent/Teacher Conferences: Once the students' three-month self-evaluations are complete, parents, students, and teachers will hold a family conference two or three times a year to review their children's portfolios and self-evaluations and go through the teachers' assessment of their children's progress.
Online Montessori Record Keeping: Over recent years, online record keeping software has simplified the process of recording student progress as Montessori teachers give lessons and observe their progress. Our favorite is MontessoriCompass, which was developed with the collaboration of the Montessori Foundation (www.montessoricompass.com) It provides a record keeping, parent communication, observation recording, and progress report system used by Montessori schools around the world.
Narrative Progress Reports: In many Montessori schools, once or twice a year, teachers prepare a written narrative report discussing each student's work, social development, and mastery of fundamental skills.
By the end of age five, Montessori children are normally curious, self-confident learners who look forward to going to school. They are normally engaged, enthusiastic learners who honestly want to learn and who ask excellent questions.
Montessori children by age six have spent three or four years in a school where they were treated with honesty and respect. While there were clear expectations and ground rules, within that framework, their opinions and questions were taken quite seriously. Unfortunately, there are still some teachers and schools where children who ask questions are seen as challenging authority.
It is not hard to imagine an independent Montessori child asking his new teacher. But, why do I have to ask each time I need to use the bathroom , or why do I have to stop my work right now? We also have to remember that children are different. One child may be very sensitive or have special needs that might not be met well in a teacher-centered traditional classroom. Other children can succeed in any type of school.
There is nothing inherent in Montessori that causes children to have a hard time if they are transferred to traditional schools. Some will be bored and others may not understand why everyone in the class has to do the same thing at the same time. But most adapt to their new setting fairly quickly, making new friends, and succeeding within the definition of success understood in their new school.
There will naturally be trade-offs if a Montessori
child transfers to a traditional school. The curriculum in Montessori
schools is often more enriched than that taught in other schools in the
United States. The values and attitudes of the children and teachers may
also be quite different. Learning will often be focused more on
adult-assigned tasks done more by rote than with enthusiasm and
There is an old saying that if something is working, don't fix it. This leads many families to continue their children in Montessori at least through the sixth grade. As more Montessori High Schools are opened in the United States and abroad, it is likely that this trend will continue.
Montessori is not opposed to competition; Dr. Montessori simply observed that competition is an ineffective tool to motivate children to learn and to work hard in school.
Traditionally, schools challenge students to compete with one another for grades, class rankings, and special awards. For example, in many schools tests are graded on a curve and are measured against the performance of their classmates rather than considered for their individual progress.
In Montessori schools, students learn to collaborate with each other rather than mindlessly compete. Students discover their own innate abilities and develop a strong sense of independence, self-confidence, and self-discipline. In an atmosphere in which children learn at their own pace and compete only against themselves, they learn not to be afraid of making mistakes. They quickly find that few things in life come easily, and they can try again without fear of embarrassment. Dr. Montessori argued that for an education to touch children's hearts and minds profoundly, students must be learning because they are curious and interested, not simply to earn the highest grade in the class.
Montessori children compete with each other every day, both in class and on the playground. Dr. Montessori, herself an extraordinary student and a very high achiever, was never opposed to competition on principle. Her objection was to using competition to create an artificial motivation to get students to achieve.
Montessori schools allow competition to evolve naturally among children, without adult interference unless the children begin to show poor sportsmanship. The key is the child's voluntary decision to compete rather than having it imposed on him by the school.
All children play! They explore new things playfully. They watch something of interest with a fresh open mind. They enjoy the company of treasured adults and other children. They make up stories. They dream. They imagine. This impression stems from parents who don't know what to make of the incredible concentration, order, and self-discipline that we commonly see among Montessori children.
Montessori students also tend to take the things they do in school quite seriously. It is common for them to respond, "this is my work", when adults ask what they are doing. They work hard and expect their parents to treat them and their work with respect. But it is joyful, playful, and anything but drudgery.
While Montessori students are allowed considerable latitude to pursue topics that interest them, this freedom is not absolute. Within every society there are cultural norms; expectations for what a student should know and be able to do by a certain age.
Experienced Montessori teachers are conscious of these standards and provide as much structure and support as is necessary to ensure that students live up to them. If for some reason it appears that a child needs time and support until he or she is developmentally ready, Montessori teachers provide it non-judgmentally.