The Montessori method, developed by Maria Montessori and used around the world for more than a century, was born relying on the idea of presenting an alternative method as oposition to the traditional education. This method emphasized the potential children have to discover knowledge. Therefore, recognizing, initiating and developing their own learning style.
The Montessori method bases its structure on a constructivist approach, where learners (who are grouped in mixed-age classrooms) are encouraged to have autonomoy to decide upon their own learning. To achieve this, learners are presented with options that include what, when, and where to learn. In other words, children have “control” on their everyday learning-plan. Additionally, this method provides learners with freedom of movement around the class, which includes freedom to have some snacks, drink water to sease any fatigue, and go to the toilet as needed.
In terms of their learning, children have a wide variety of subjects to put their attention to, explore and learn. And, the encounters they have with actual teachers are short, intimate (in terms of having small groups, pairs or even individual sessions) which permits learners to have close-ups with knowledge, this without mentioning that this method intends to expose learners to “doing” while learning. In this sense, the method fulfills certain areas that traditional education is uncapable to due to the amount of students per classroom, the learning approach, the emotional contact, and a grading system that lables them with a number or a letter, pass or fail.
Nonetheless, we do not want to fall into the essentialist point of view of critizising the traditional system of education, which through the history has shaped some of the most outstanding and brilliant minds. And, at the end the world we live in is mostly ran by people who are capable of doing tasks according to their capabilities, and mainly because of their qualifications, marks, and grades that classify them as “efficient” to carry on certain tasks. Then, what is the issue on pushing students to study hard and to achieve high scores in their higuer education? and how is socialization treated in Montessori method? and how can it be ensured that learners from a Montessori school reach the same qualifications as children from public education?
At the end, it remains the question if children should accomodate to the system of education, or the system should do anything to promote the cosy-intimate environment the montessori method proposes. More teachers? less students? learning objectives? marks and qualifications? what materials? use of technology? […] discussion opened.
Would you like to think? 