Why choose Montessori?

Montessori Traditional
Vertical grouping: children of mixed age are grouped together. The class is a natural social environment that includes a wide range of ages and fosters self-motivation. Children enjoy working for their own sense of accomplishment. Children are grouped in classroom by age.Chronological grouping necessitates external rewards such as grades, competition and social conformity.
Emphasis is on the child. Active individualized learning through stimulating multi-sensory teaching materials. Emphasis is on the Teacher. Passive class learning through teacher-centred class lessons and paperwork.
Child reinforces own learning by repetition and feeling successful. Child has freedom of choice that involves decision making. Children select work accordingly to individual interests. Learning is reinforced externally by direct repetition, rewards and punishment. Class curriculum demands that children cover the same work at the same time with no regard to individual interests.
Integrated education balances academic work with freedom of movement and harmony is created between physical, social and mental activities. Fragmented education provides academic subjects that are not interrelated. Periods of intense mental efforts are alternated with periods of vigorous physical activity to release tension.
Child is free to choose his/her own materials based on their own interests and abilities. Independence is fostered by a classroom that is specifically designed to encourage maximum potential. Child is guided by teacher with materials chosen by teacher and child’s interest are rarely considered. Dependence is promoted since the activities are initiated by the teacher.
Child works as long as s/he desires. Working at one’s peace enables children to work for long periods without interruption. Each individual works at his/her potential independent of the class. Child generally is assigned a time frame to do his/her work. Group learning involves each academic subject being scheduled for a limited period. Each student is directly affected by the progress of the whole class.
Materials are designed to provide the child feedback and child discovers his/her own errors. Self-evaluation occurs as children learn to evaluate their work objectively through the use of self-correcting teaching materials and individual work with the teacher. If work needs to be corrected, the errors are pointed out by teacher. Class comparison occurs as work is evaluated and graded by the teacher. Children evaluate themselves against the group as best and worst in the class.
Multi-sensory materials for physical manipulation. Reality oriented education maintains concrete, first-hand experience is the basis for abstraction. There are very few materials for sensory exploration. Abstract education has children learning through mechanical memorization.
Organized program for learning about self-care and taking care of environment. Self-care and care of environment left primarily to teachers.
Children work where they choose, talks at will (without disturbing others) and moves around freely. Children are assigned a chair, to sit still and listen to group lessons. At times they might be able to move as instructed by teacher.
The learning process develop cognitive structures and social skills. The teaching process focuses on memorizing and social skills.
Prepared kinaesthetic materials with incorporated control of error and especially developed reference materials. Textbooks, pencil and worksheets.
Working and learning social development. Working and learning matched to the children without emphasis on social development of the child.
Unified, internationally developed curriculum. Narrow, unit driven.
Integrated subjects and learning based on developmental psychology. Individual subjects.
Uninterrupted work cycles, children choose when and for how long to work on each activity, many subjects are integrated. Block time, period lessons. All children work on the same subject at the same time.
Pupils are active, talking with periods of spontaneous quiet, freedom to move. Pupils are passive, quiet in desks.
The school meets the needs of children. Children fit mold of school.
Reality orientated. Much role-play and fantasy.
Close child-teacher interaction enables complete and precise evaluation of children progress, both academically and psychologically. Class oriented teaching prevents close interaction between individual students and teacher. Standardized test are necessary to determine children progress.