Questions & Answers About Our Elementary Program
The goal of both Montessori and traditional elementary school is to provide learning experiences for the child. Montessori schools developed in response to the question, “What makes us human, and how can we encourage each child to fulfill his unique human potential?”
Dr. Montessori believed that human beings possess physical, intellectual and spiritual dimensions. In order to fully educate a person, all of these dimensions must be considered. Children are born with the ability to be curious, creative, peaceful and intelligent. In designing the elementary program, she intended to nurture the inherent curiosity of the elementary child, inspire a sense of wonder, and develop a generous and peaceful spirit.During the elementary years, children acquire cultural literacy. They are oriented towards intellectual investigation and discovery. Because many of the basic skills have been acquired during the preschool years, elementary Montessori students can begin researching interesting subjects earlier than traditional students.
By engaging in responsible behavior and practicing social skills in the classroom in addition to the academic subjects, Montessori elementary students develop self- confidence and maturity.
Some Differences Between Montessori and Traditional Elementary SchoolThis page is intended to answer questions about Campbell Montessori School’s Elementary Program. We’ll begin with some key points about Montessori philosophy, the organization of the class, and the importance of the environment.
| Montessori | Traditional |
| Ungraded three year age span | Graded one year age span |
| Teacher is observer/guide | Teacher imparts knowledge |
| Child completes activities without interruptions | Activity cycles scheduled, children kept on schedule |
| Child chooses learning activity | School curriculum standard |
| Satisfaction derived from learning | Grades and competition |
| Students quiet out of respect | Quiet enforced by teacher |
| Children responsible for physical order in class and care of animals | Teacher responsible for order in class and care of animals |
| Environment provides discipline | Teacher provides discipline |
| Children encouraged to help one another | Children compete with one another |
How do the students learn?At the elementary level, Montessori students learn to think for themselves. After initial lessons that provide background material and basic ideas, they are encouraged to do their own research, analyze what they have found, and come to their own conclusions. Montessori education teaches students to think, not just to memorize facts, feed them back on a test, and forget them. The emphasis in Montessori education is on understanding and synthesis rather than on trivia. Students literally learn how to learn and become fully engaged in the learning process.
Rather than present students with all the “right answers”, Montessori teachers ask the “right questions” and challenge students to find new solutions or discover the answers on their own.
Questions from students are encouraged. We do not want children to be afraid of asking questions, because that’s how we learn and clarify misunderstandings. Human beings have always learned more from their mistakes than from their successes. By analyzing mistakes, we see new directions and imagine fresh approaches to our problems.
The questioning approach and the analysis of mistakes prepares children to succeed in the real world of ideas, enterprise and challenging perspectives. Why? Because although learning the right answers may get children through school, learning how to learn will get them through life!
Can students do whatever they want?
Because Montessori education places an emphasis on cultivating children’s sense of curiosity and wonder, parents may get the impression that students can do whatever they wish, avoiding subjects they dislike. This is certainly not the case in a well-run Montessori elementary class. Work is introduced and guided by the directress.
Montessori education is based on respect for fellow human beings. By focusing on what is good and decent within each child, treating children with trust and respect, and instilling in our students the value of self-discipline and hard work, we help them develop a positive attitude and approach to life.
Much of Montessori education centers on learning how to learn, to observe, to listen, to look for patterns and connections, to reflect on how pieces of knowledge fit together. If a child is emotionally handicapped by self-doubt, afraid of looking foolish, afraid of failure, then earning a grade or the approval of adults becomes an end in itself and the joy of exploring ideas and figuring out solutions to problems is lost. Students have many rights and responsibilities at school, including the right to work. With so many interesting choices in the classroom, enticing activities are commonplace.
Because we look at each student as a unique human being, complete with strengths and weaknesses and a distinct learning style, we know his emotions and self-esteem play a critical role in the learning process. Above all else, a Montessori education is an education of the heart.
What is the effect of the multi-age class?
Montessori elementary class brings children of different age levels together. Usually classes will span three age or grade levels, with lower elementary encompassing grades 1-3, or ages 6-9, and upper elementary grades 4-6 or ages 9-12.
What are the advantages of this grouping?
- In a mixed age class, children can always find peers who are working at their current level.
- To accommodate the needs of individuals, Montessori classrooms have to include curriculum to cover the entire span of interests and abilities up through the oldest and most advanced students in the class. This creates an enriched learning environment for everyone.
- Younger children are constantly stimulated by the interesting work of the older students.
- Older students serve as helpers and role models for the younger ones. This provides extra practice which leads to mastery as well as an opportunity to gain a sense of pride.
- By working with children for three years, teachers get to know them and their families very well. Because of this intimate knowledge, review is minimized.
- There is a strong sense of continuity in the elementary Montessori class. With two-thirds of the class returning each September, orientation of new students becomes much easier.
How are the Montessori materials used?
At the elementary level, learning continues to be a hands-on experience. The advanced Montessori materials are intended to introduce complex and abstract concepts in mathematics and pre-algebra, geometry, language, science, history and geography. The goal of the materials is to lead the child away from dependency on concrete models and towards the solving of problems abstractly.
This is possible because of the elementary child’s ability to grasp abstract concepts, but is enhanced by the clarity of the materials themselves. These “materialized abstractions” provide opportunities for the student to understand concepts not usually introduced until high school such as square root and the Pythagorean Theorem.
The special vocabulary, or nomenclature, of each subject is introduced by means of vocabulary lessons in the form of card material. Emphasis is placed on understanding the basic ideas upon which disciplines are based. Etymology is heavily stressed, helping students to decipher the meanings of unfamiliar words.
Do you offer opportunities to study art, music, foreign language and physical education?
The arts are normally integrated into the rest of the curriculum as modes of exploring and expanding lessons in academic areas. Art music history and music theory are part of the curriculum.
How can I know my child is being exposed to the basics? Will he be able to keep up with students in a traditional school?
The Montessori elementary curriculum is an enriched and challenging one that has been organized into three elements:
Mastery of fundamental skills and basic core knowledge
Montessori’s curriculum evolved from the European tradition of academic excellence and offers a rigorous course of study during the elementary years. Mathematics, geometry, science and technology, myth and great literature, history, world geography, civics, economics, anthropology, and the basic organization of human societies. Studies cover the basics found in traditional curriculum such as the memorization of math facts, spelling, vocabulary, grammar, sentence analysis, creative and expository writing, and library research skills.
The Great Lessons
The Great Lessons are interdisciplinary introductions to the curriculum. Taking advantage of the elementary student’s imagination, they are given in the form of inspiring stories illustrated by demonstrations, charts and time lines. They are intended to motivate and “sow the seeds of culture”.
Subjects of the lessons are the story of how the world came to be, the development of life on Earth, the coming of human beings, and the story of humanity’s two great achievements, language and mathematics.Individually chosen research
Students in the Montessori elementary class are encouraged to explore topics that capture their imagination. After initial background lessons, children gather information for reports based on their questions and interests. They are taught how to use reference materials including the Internet to prepare reports.
How is the Montessori elementary teacher trained?
The elementary Montessori teacher is more of a guide than a teacher in the traditional sense. With such a broad curriculum, the teacher needs a thorough education of his or her own. The best elementary Montessori teachers are “renaissance” men and women, individuals who are equally interested in mathematics, the sciences, the arts, architecture, literature, psychology, economics, technology and philosophy. In addition, the elementary Montessori educator needs patience and understanding, respect, enthusiasm and a profound ability to inspire a sense of wonder and imagination.
Becoming an elementary Montessori teacher requires a full year of graduate study and thousands of hours of hard work to gather or create the curriculum materials that constitute a prepared elementary Montessori environment.
The teacher is taught to observe, present lessons, and guide the work of individual children. Work conferences are scheduled on a regular basis for students to evaluate their own work and develop a sense of accomplishment.
What if my child has learning problems? How are they evaluated and solved?
In the Montessori classroom, the student has many avenues of learning which include all the senses. As a result, learning problems are often minimized. Many of these problems are temporary or developmental in nature and disappear as a child matures. Persistent problems need diagnosis and special help. In this event, the teacher consults with parents and recommends sources for evaluation and diagnosis. CMS will make every effort to accommodate students with special needs if the proposed procedures fit within the philosophy and physical limitations of the Montessori elementary class. After consultation, alternative methods of schooling may be advised in certain cases to meet the needs of your child.
What about discipline?
We encourage self-discipline and respect for others. We expect students to need fewer reminders about behavior as they mature. Children who exhibit persistent misbehavior and lack self-control are expelled.
What is the role of testing? How are students evaluated?
Testing allows CMS to monitor its relative strength compared to other schools, to evaluate its curriculum coverage and to reveal any “holes” in the overall program. Each January one week is spent focusing on test-taking skills. Younger students complete standardized test booklets together, discuss correct answers and test-taking strategies. Beginning at third grade age, standardized tests are formally administered.
Oral and written tests determine progress in math fact memorization. Spelling tests are given upon request and in connection with phonogram work. At the upper elementary level, true and false, short answer, essay and multiple choice tests are given for practice.
Work samples are chosen periodically and kept in a work portfolio. Daily work records are compiled weekly and graphed on one page so both the student and teacher can see what has been accomplished. By looking at the pattern of work accomplished in one week, the child can see what work he has been concentrating on and what tasks he should focus on next.
Work conferences are held with the teacher on a regular basis to discuss progress and future plans for projects and research. Parent-teacher conferences are held twice yearly, in November and March. Written progress reports are issued in January and May. Weekly lesson records are sent home along with the student’s work and weekly compilation of his own work record on Fridays.
What is the role of computers in the classroom?
In the Montessori elementary classroom, the computer is considered as a tool, just like a pencil or an encyclopedia. Since technology is changing so fast, it is impossible to know what kind of preparation today’s students will need as adults.
Montessori believed “people skills” and basic skills need to be mastered before machines such as calculators and computers are used. Using the computer for composition will not be efficient unless the user knows how to do word processing. Research on the Internet must be preceded by research in other books so the student can become familiar with the concept of key words, related subjects, etc.
Computers are most useful in the upper elementary class at the present time. During the lower elementary years, programs to teach word processing are helpful and this skill can be learned at home. At the upper elementary level, students can use computers to publish reports and stories and to pursue subjects of interest.
Do you give homework?
Other than asking students to read, we do not assign homework. We encourage families to teach their children life skills such as money management, shopping, home repair, cooking, cleaning and tidying, and car and lawn maintenance during the time the student is at home. Learning to get along in the family is the most important homework!
3880 Shady Springs Lane • St. Charles, Missouri 63301 • (636) 477-8200 • campbellmontessori@sbcglobal.net