The Montessori classroom is a child’s world, geared to the size, pace and interest of children between the ages of two and five. It is designed to put the child at ease by giving him freedom in an environment prepared with attractive materials. These materials are arranged on low shelves within easy reach of even the smallest child.

The Montessori materials in the classroom can be divided into four main groups: practical life: involving the development of the child’s concentration and control of movement, sensorial: sharpening the child’s senses, math and language

The Teacher's Role

In the Montessori classroom there is no front of the room and no teacher’s desk as a focal point of attention because the stimulation for learning comes from the total environment. Dr. Montessori always referred to the teacher as the “Director” or “Directress”, and his or her role differs considerably from that of a traditional teacher. She is first of all a very keen observer of the individual interests and needs of the child, and her daily work proceeds from her observations rather than from a prepared curriculum. She demonstrates the correct use of materials as they are individually chosen by the children. She watches the progress of each child and keeps a record of his work with the materials. She is trained to recognize periods of readiness in a child. Sometimes she must divert a child who is hesitant. Whenever a child makes a mistake, she refrains, if possible, from intervening and allows him to discover his own error through further manipulation of the self- correcting materials. This procedure follows Dr. Montessori’s principle that a child learns through experience.

Behavior of the Children

There is always a busy hum of activity in a Montessori classroom. The use of the materials involves many motions… walking, carrying, pouring, speaking, and particularly the constant using of the hands. All activity, however, is guided by a respect for the teacher, a respect for the work of others, and a respect for the materials themselves. Dr. Montessori never equated goodness with silence and immobility. Self discipline, she felt, should be acquired gradually through absorption in meaningful work. If a child misbehaves in the classroom the teacher usually helps him to select work which will more fully absorb his attention.

Non-Competitive Atmosphere

In Montessori, competition in education should be introduced only after the child has gained confidence in the use of his basic skills. “Never let a child risk failure”, Dr. Montessori wrote, “until he has a reasonable chance of success.”

Why Mixed Age Groups

Having children ages three to five together permits the younger children models for imitation and the older children an opportunity to reinforce their own knowledge by helping the younger ones.

Different Abilities

It is a well established fact that preschool children mature at very different rates and their periods of readiness for academic subjects vary greatly. Because interest is stimulated and the materials are at hand whenever a child is ready, some youngsters in a Montessori class begin to read and calculate at an earlier age. However, very early learning is not the norm, nor was it ever Dr. Montessori’s objective. Her ideal was only that the learning experience should occur naturally and joyfully at the proper moment for each child. “It is true, we cannot make a genius,” Dr. Montessori once wrote, “we can only give each individual child the chance to fulfill his potential possibilities to become an independent, secure and balanced human being”.

Concept of Education

The Montessori concept of education allows the children to experience the joy of learning at an early age while preserving the spontaneity, initiative, and curiosity inherent in every child. This concept promotes the development of independence, concentration, and self- discipline and fosters love and respect for others and the environment.

The Montessori classroom is a child’s world geared to the size, the pace and interest of children between the ages of two and six.

The Montessori teacher is trained to recognize periods of readiness in a child. Sometimes she must divert a child who is hesitant. Whenever a child makes a mistake, she refrains if possible from intervening and allows him to discover his own error through further manipulation of self correcting materials.

There is always a busy hum of activity in a Montessori classroom because of the use of the materials involved. If a child misbehaves in the classroom the teacher usually helps him to select work which will more fully absorb his attention.

Having children ages three to six together permits the younger children models for imitation and the older children an opportunity to reinforce their own knowledge by helping the younger ones.