Each child is valued as a unique individual. Montessori education recognizes that children learn in different ways, and accommodates all learning styles. Students are encouraged to develop their own individual personalities and interact with a diverse blend of other students.
Classroom design, materials, and daily routines support the individual’s emerging “self-discipline”. Students are supported in becoming active seekers of knowledge. Teachers provide environments where students have the freedom and the tools to pursue answers to their own questions.
Students are part of a close, caring community. The multi-age classroom—typically spanning 3 years—re-creates a family structure. Older students enjoy stature as mentors and role models; younger children feel supported and gain confidence about the challenges ahead. Teachers model respect, loving, kindness, and a belief in peaceful conflict resolution.
Montessori students enjoy freedom within limits. Working within parameters set by their teachers, students are active participants in deciding what their focus of learning will be. Students are taught to express their opinions and to work from different points of view. Montessorians understand that internal satisfaction drives the child’s curiosity and interest and results in joyous learning that is sustainable over a lifetime.
The children need freedom to explore the materials without ‘interruptions. Just as adults dislike distractions when involved in a task, children prefer to complete their activities without distractions. In the Montessori environment, they develop their ability to focus their attention. Without unnecessary interruptions, their attention span increases and they develop concentration skills. Before children spontaneously share, they must feel free not to share. In the Montessori environment, the adults protect the right to explore an activity by themselves at their own pace. Sharing evolves naturally from the classroom experience. When they desire, they share by communicating and helping others. The sharing is natural and spontaneous because it comes from within the child, rather than being forced arbitrary by an adult.
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