Dr.
Maria Montessori was a revolutionary. Born in Italy, Montessori challenged
educational norms from a young age. Education in Italy in the 1800s was
different depending on a child’s gender and Maria Montessori had aspirations to be a
doctor. So after much pleading to her parents she ended up at a boys school
which offered science topics to help her with her aim! By the age of 26 she was
one of the first Italian women to complete a Doctor of Medicine.
After
graduating, Montessori did a lot of work with children with special needs. It
was here she started her plentiful observations of the needs and commonalities
of children. She continued to develop her ideas around education and sent time
in a variety of countries and economic groups furthering her ideas. She was
also influenced by other educational theorists.
Montessori
pedagogy is designed to meet the needs of students based on their developmental
age range 0-3, 3-6, 6-9, 9-12 etc. The activities and lessons in a Montessori
class involve exploration,
manipulation, order, repetition, abstraction and communication.
Montessori education extends
beyond the school gates and is a philosophy that advocates strongly for children's rights, Peace
Education and social justice. Montessori environments at home and school are
created in a way to promote the development of peaceful individuals. We cannot
create this peaceful environment if we are interacting negatively or
competitively with others. It is because of this reason that Montessori was a
strong advocate for parents being ‘on board’ with all the aims of Montessori
philosophy.
Daily Classroom Life
Children have a three hour
work cycle between 8.55am and 12.15pm. The three-hour work cycle may be
preceded or concluded with whole class activities, lessons or sharing. In the
afternoon students may have whole class, strand or syndicate activities in
which to participate; these activities are an important part of our schools
whanaungatanga (community). The classroom environment is prepared in a way that
enables students to choose work in which they succeed, but will also be
challenging. Throughout the day the student may work independently, in a small
group with peers, or have lessons with a teacher or teaching assistant.
The teacher spends a
significant part of their day observing the class to see what particular areas
students are enjoying or need support in and then adapts the classroom
environment accordingly. Children are given opportunities to choose materials,
develop their own projects and plan part of their day. As a child gains more
independence, they are able to plan the majority of their workday. We encourage
children to do a lot of deep thinking about their work. Students are taught to
use the people and physical resources in the class to help them solve problems peacefully.
Our major goal is to empower children to be humble, thinking, resilient people
capable of sharing ideas and working together with their peers and their
teachers. We do not foster competition but enable cooperation.
Life in a Montessori
classroom may look quite different from your own primary school experience or
those of your child’s peers in other schools. Below is a general outline of how
Montessori differs from many mainstream schooling models. Otari School’s curriculum and culture offer many ‘Montessori’ aspects in both the
Original and Immersion strands.
MONTESSORI
A philosophy
of being that extends beyond the classroom and works with family to create contributing global
citizens.
Based on
helping the natural development of the human being while teaching the
national curriculum.
Children
teach themselves using materials specially prepared for that purpose.
Cosmic
Education and Peace Education are integral parts of the curriculum.
Understanding
comes through the child’s own experiences via the materials and the promotion
of children’s
ability to find things out for themselves. Children, within limits, are free
to choose their own areas of interest to explore further.
Learning is
based on the fact that physical exploration and cognition are linked.
The teacher
works in collaboration with the children – children may ask for a lesson from a teacher, or may volunteer
to teach other children.
The child’s
individual development brings its own reward and therefore motivation. We do
not give out certificates or stickers.
Uninterrupted
work cycles. Children structure their own time and day with guidance from
teachers. This means there are generally 30 different timetables working
concurrently in a class!
Multi-age
classrooms.
Holistic education
including emphasis on independent thinking, good social skills and developing
high emotional intelligence.
Montessori Strand Values
Humanity
A
belief in humankind and the potential within all of us is developed
through the classroom communities, where all members are valued for
their gifts and talents and children are encouraged to use these for
taking action and willingly helping others. Children are encouraged to
share a love for all humanity and each person’s unlimited potential. While there are many challenges in the world today, there are also great
works and achievements due to humankind’s imagination, technical
knowledge, spiritual gifts and social action. These are brought to the
children’s attention. Children
are encouraged to be positive about humanity, valuing it highly,
regardless of the political, environmental and social challenges that
take place.
Honour
The child’s work is to create the adult to be. This is not only
academic, but social, spiritual and emotional. It is necessary to create
a classroom environment where all members are encouraged to honour each
other. In a Montessori classroom this is expressed through the way
equipment is used, spaces are shared, ideas are expressed and
affirmations are given. The
teacher models this value through their interactions with each
individual, groups and the whole class. This modelling honours and
respects the child, and therefore also the ‘adult to be’.
Humility
As children are helped to pursue their cosmic path, the teacher
allows them to explore with awe and wonder the vastness of the universe,
the achievements of men and women over time and the journey of life in
its many forms. They discover during the course of their learning that,
while each person can achieve great things, they are not the centre of
the world. This discovery helps them to see their inter-connectedness
with each other and the world around them.
Strand Management
Montessori at
Otari is enabled by the Wilton Montessori Education Trust. The WMET
asks for a one off entry donation per child of $600 ($300 subsequent children) and a termly
donation of $220 per child ($200 for 2nd child and $190 for 3rd child). This donation covers extra staffing,
specialised Montessori equipment and Montessori training for the
teachers. The WMET do not have a governance role nor are they involved
in the day to day running of the class. The school principal manages the
school and appoints staff. The Montessori strand leader develops and
implements the Montessori day to day programme and curriculum
development and facilitates parent education. The school is governed by
the Board of Trustees.