For children six and under, Montessori emphasizes learning through all five senses, not just through listening, watching, or reading. Children in Montessori classes learn at their own individual pace and according to their own choice of activities from hundreds of possibilities. They are not required to sit and listen to a teacher talk to them as a group, but are engaged in individual or group activities of their own, with materials that have been introduced to them by the teacher who knows what each child is ready to do. Learning is an exciting process of discovery, leading to concentration, motivation, self-discipline, and a love of learning. Above age six, children learn to do autonomous research by arranging field trips to gather information, interviewing specialists, and creating group presentations. They also engage in dramas, musical productions, science projects, story writing, and so forth. There is no limit to what they create in this kind of intelligently guided freedom. There are no text books or rigid schedules. There is great respect for the choices of the children and they easily keep up with or surpass what they would be doing in a more traditional setting. Through independent choice and exploration, children enjoy their work and study. The children observe each other, ask each other for lessons and much of the learning comes from sharing and inspiring each other instead of competing.

The Catechesis of the Good Shepherd is a religious formation for children ages 3-12 based on the principles of Dr. Maria Montessori, Sofia Cavalletti, and Gianna Gobbi. It is an integral part of the child’s self-formation offered at St. Francis Montessori. Perceiving the inherent religious potential of the child, Cavalletti and Gobbi furthered the initial work of Montessori developing this catechesis for the child’s religious experience, based on Catholic Scripture and Liturgy and with an understanding of the Jewish scriptures and tradition. One hallmark of the Catechesis is its recognition that children have a unique spirituality and approach to God, very different from that of adults, but equally real and deep. Those who have completed the coursework for the National Association of the Catechesis of the Good Shepherd are qualified to teach in the Atrium, the specially prepared environment of this formation. For more information, the official website of the Catechesis of the Good Shepherd is http://www.cgsusa.org/.

Multi-age classrooms afford us the luxury of adapting the curriculum to the individual child. Each child can work at his or her own pace, while remaining in community with his or her peers. In addition, the multi age format allows all older children to be the leaders of the classroom community, even those children who may be shy or quiet. The guide also gets to know your child well in a three-year span.

Research studies show that Montessori children are well prepared for later life academically, socially, and emotionally. Montessori children are ranked above average on executive functioning skills such as following directions, organizing and articulating their thoughts, listening attentively, showing responsibility, asking provocative questions, showing enthusiasm for learning, and adapting to new situations. Here’s a few studies for further reading.

Montessori Preschool Elevates and Equalizes Child Outcomes: A Longitudinal Study

Does it Work? What Research Says About Montessori and Student Outcomes

The term Montessori is not trademarked and anyone, regardless of training, experience or affiliation can open a “Montessori” school. It is essential that parents researching Montessori act as good consumers and do their research to ensure the authenticity of their chosen program.

Montessori schools may be best known for their programs with young children, but the underlying educational method describes programs for students up through high school.

Every child is different depending on his/her needs, but in general, there is a period of adjustment, as the child must learn a new way of instruction. Once this adjustment is over, typically the young child does very well, because s/he loves to learn and is engaged in the subject matter, along with independent learning and self-control. It is very important that both the teachers and parents prepare the child for the transition for a new learning environment.

The different arrangement of a Montessori classroom mirrors the Montessori methods differences from traditional education. Rather than putting the teacher at the focal point of the class with children dependent on her for information and activity, the classroom shows a literally child-centered approach. Children choose to work at tables or on floor mats where they can spread out their materials, and the teacher circulates about the room, giving lessons, inspiring and engaging learners, or resolving issues as they arise.

The child is guided by the trained adult and assistant in his/her daily work. The teacher knows and respects the pace of the child, while at the same time, challenges the child to explore new areas of learning. The trained adult also realizes the importance of repetition if it is fulfilling the needs of a sensitive period. Moreover, the trained adult understands the power of the absorbent mind and knows that when a child is watching other children engaged in work, that s/he too is engaged. The Montessori environment invites a child to participation based on this understanding of the absorbent mind and the child’s free choice. When a child is ready to engage, s/he does so whole-heartedly.

Montessori classrooms emphasize competition with oneself: self-monitoring, self-correction, and a variety of other executive skills aimed at continuous improvement. Students typically become comfortable with their strengths and learn how to address their weaknesses. In older classes, students commonly participate in competitive community activities with clear “winners” (auditions for limited play roles, a spelling bee, math fact games, etc.) in which students give their best performances while simultaneously encouraging peers to do the same. It is a healthy competition in which all contenders are content that they did their best in an environment with clear and consistent rules.

Yes; Montessori classrooms encourage deep learning of the concepts behind academic skills rather than rote practice of abstract techniques. The success of our students appears in the experiences of our alumni, who compete successfully with traditionally educated students in a variety of high schools and universities.