meth⋅od - [meth-uhd] - 1541, from M.Fr. methode, from L. methodus "way of teaching or going," from Gk. methodus "scientific inquiry, method of inquiry," originally "pursuit, following after," from meta- "after" (see meta-) + hodos "a traveling, way". - noun - 1. a procedure, technique, or way of doing something, esp. in accordance with a definite plan. 2. a manner or mode of procedure, esp. an orderly, logical, or systematic way of instruction, inquiry, investigation, experiment, presentation, etc.. 3. order or system in doing anything.

Our Methods

    The instructional methods are based on Maria Montessori's scientific observation of children and her medical knowledge of physical stages of development. She noticed basic human tendencies, and physical and behavioral characteristics of the child to the age of 12, which form the basis of the instructional methods. Montessori manipulative materials and the structure of lessons, as well as Montessori classroom management, spring from this pedagogy.

An Important Element of the Montessori Pedagogy Involves Small Group Presentations

    The way lessons are presented to children follows their developmental readiness. In preschool, lessons are generally given on an individual basis. At the elementary level, small group presentations capitalize on the desire of the child to interact with his peers. The lessons utilize Montessori didactic materials, teacher-made materials (including impressionistic charts), nomenclature booklets and cards, as well as scientific instruments. The plan for the composition of the student group involves consideration of students' abilities, interest, as well as previous knowledge.

    Often there is at least one student who is familiar with the lesson and who may act as a peer guide. After the lesson is presented, there are choices of follow-up activities to enable the child to master the concept isolated in the lesson. If the child has not mastered the concepts, there are also extension activities, games, and other materials that can be introduced to provide more practice so that the concept may be mastered.

    Presentations that focus upon nomenclature utilize the Montessori three period lesson. Each lesson teaches approximately 3-5 terms. In the first part of the lesson (first period), the teacher gives the nomenclature (e.g. This is the isosceles triangle). The second period asks the child for comprehension of the nomenclature while giving the child the term in question (e.g. Show me the isosceles triangle.) The third asks the child to show comprehension by producing the asked for nomenclature on his own (e.g. What is this triangle called?) This 3 period approach is one of the ways in which children are tested in the Montessori environment.

    Why is this valuable? The small group presentation allows the teacher to quickly gauge individual student comprehension. The student is directly involved in the learning process. The brevity of the lessons leaves time for the child to do his/her own exploration and manipulation, leading towards mastery of the subject. The three-period lesson follows the natural progression of learning, asking for information only when the child has demonstrated that he/she understands, thus ensuring more confidence and a sense of accomplishment.

Variety of Lessons and Materials to Teach a Single Concept

    In the Montessori method there is rarely only one way to present a single concept. For instance, there are several materials and presentations dedicated to mastery of the multiplication tables (e.g. bead bar multiplication and layout, the multiplication board, the checkerboard, finger boards, decanomial squares and rectangles, and multiplication booklets). Without realizing it, the child has memorized the multiplication tables and can reproduce them at will.

    Why is this valuable? The variety of lessons engages the child's interest for an extended period of time and leads to a more complete understanding of a subject. If a child has difficulty learning a particular subject, the teacher has a variety of materials at her disposal which allows the child alternative routes of understanding.

Freedom and Discipline

    Unless a river is bound by its banks, it would never reach the ocean. Freedom and discipline are an integral part of the Montessori method. The children choose their academic activities. However, the teacher initially defines the boundaries of activities. The class will then work in partnership with the teacher to define the boundaries of acceptable behavior and activity. Eventually the goal is that each child will define his   /her own boundaries of right and wrong consistent with the standards of the school community. Why is this valuable? This freedom develops the ability of the child to make reasoned choices based on a framework of self-discipline.

Montessori Materials are Self-Correcting

    Most of the Montessori math and geometry materials, some reading materials, as well as the nomenclature materials include control charts and booklets. The children may then check their own work. This encourages each child to embark on independent work, progress at his/her own pace and feel successful in the classroom by being allowed to make mistakes and learn from them. Thus learning, and not the adult, is the focal point.

Emphasis on research

In a Montessori classroom, there is great emphasis placed on research for even the youngest student. This includes learning the varied means of obtaining information (e.g. on-line sources, encyclopedias, books, interviews, etc.), discretionary note taking to help with compilation of information into a meaningful statement. Why is this valuable? Learning the means of obtaining sources and means of extrapolating information from those sources is a valuable academic and life skill. Research builds a framework for creative thinking and exploration.

Relevancy to the world outside the classroom

    Through the multi-age classroom, freedom of movement inside and outside, and the use of research and real-life materials, the Montessori classroom has great relevancy to the world beyond the school. Teaching subjects in isolation from each other may distort knowledge. Teachers will expose students to the connections among and between subjects. On the most obvious level, science and mathematics fit together as do English and social studies. Curriculum constructed around themes or directed at answering fundamental questions or aimed at generative issues readily lend themselves to integrative education.