What is Montessori Method ?

Dr. Montessori discovered long ago that children under six have extraordinary powers of mind. They have a universal once - in - a lifetime ability to absorb knowledge from their surroundings just by living. They take in their environment, physical space, the language and movement of adults and children with what Montessori called "the absorbent mind". The absorbent mind is at its peak during the pre-school years. Because of the absorbent mind, pre school aged children do not need direct teaching in order to learn.. Montessori classroom allows them to move, touch, manipulate and explore.

Montessori schools are based on the principles of respect and independence

Montessori schools believe very strongly that intelligence is not fixed at birth ,nor is the human potential anywhere near as limited as it sometimes seems in traditional education .The validity of these beliefs has been confirmed by the research of piaget ,gardener,coleman ,and many others.We know that each child is a full and complete individual in her own right.Even when she is very small,she deserves to be treated with the full and sincere respect that we would extend to her parents.Respect breeds respect ,and creates an atmosphere within which learning is tremendously facilitated .Sucess in school is directly tied to the degree to which children believe that they are capable and independent human beings.if they knew the words ,even very young children would ask: Help me learn to do it for myself.

What Are The Benefits Of A Montessori Schooling ?
  • Children develop a lifelong love of learning.
  • Children develop a sense of achievement and self worth.
  • Children learn through experience and their own actions.
  • Children take greater responsibility for themselves and their education.
  • Children develop initiative, self-motivation and persistence in completing a task.
  • Children develop independence, responsibility, concentration, respect, adaptability and patience.
  • Children develop self-confidence, self-esteem and self-discipline.
  • Children build on their innate sense of order and desire to complete a task.
  • Children develop creative self-expression and co-operation.
Comparison of the Montessori vs. Traditional Classroom

Teacher has unobtrusive role in class, the facilitator. Teacher is the centre of classroom, the controller
Environment and method encourage self discipline Teacher acts as primary enforcer of discipline
Mainly individual instruction Mainly group instruction
Mixed age grouping Same age group
Child chooses own work while teacher monitors progress. Teacher assigns work to child
Child discovers own concepts from self-teaching, self-correcting materials Child is shown concepts by teacher and corrected by teacher
Child works as long as he wishes on chosen projects Child generally allocated specific time for given work
Child sets own learning pace and reinforces own learning by repetition of work and internal feeling of success Instruction pace usually set by group norm. If work is corrected, errors are pointed out or praise comes from the teacher
Multi-sensory materials for physical exploration Few, but increasingly more
Child can work where he chooses, move around and talk at will yet not disturb others at work, also participate in group projects Child often assigned own place. Required to participate, sit still and listen during groups
Teacher facilitates organised programme for learning,care of self and environment Care of self and environment left primarily to parents

Montessori classroom
  • A Montessori class is comprised of children spanning approximately three different ages 2 ˝ to 6 years old. This structure creates extraordinary opportunities for motivation, learning, mentoring, leadership and independence.
  • In a Montessori classroom children learn from each other. Older children act as role models and tutors for younger children. Younger children emulate the maturity, skills and learning enthusiasm of the older children.
  • The Montessori pre- school classroom is a "Prepared Environment". The Prepared Environment is Maria Montessori's concept that the environment can be designed to facilitate maximum independent learning and exploration by the child.

Montessori materials provide hands on learning experience where children touch, make discoveries, and ultimately, deeply understanding complex concepts. They allow concrete understanding of concepts helpful for understanding abstract principles. They are self teaching and self correcting.

The Montessori Classroom

Montessori stated that children have a natural tendency to learning; that stages of learning exist for which there should be corresponding educational environments and appropriately trained teachers to "prepare the environment." The child learns independently using the components of the environment: the teacher guides and observes the child who chooses his activities. The teacher is the link between the child and the environment. The learning environment cultivates individualization, freedom of choice, concentration, independence, problem solving abilities, social interaction, interdisciplinary breadth and competency in basic skills.

It is necessary for the teacher to guide the child without letting him feel her presence too much, so that she may always be ready to supply the desired help, but may never be the obstacle between the child and his experience.

Dr. Maria Montessori

What if a child doesn’t feel like working?

While Montessori students are allowed considerable latitude to pursue topics that interest them , this freedom is not absolute .within every society there are cultural norms ;expectations for what a student should know and be able to do by a certain age .experienced Montessori teachers are conscious of these standards and provide as much structure and support as is necessary to ensure that students live up to them .if for some reason ,it appears that a child simply reason ,it appears that a child simply needs time and support until he or she is developmentally ready to catch up , Montessori teachers provide it non judgmentally.

Is Montessori right for my child?

Most Montessori educators would agree that Montessori is a good fit for most children but may not be the right match but may not be the right for their parents.Everything depends on what your family believes to be true about your children and important in their education.

How can I have good interactions with children ?

Good adult /child interactions are respectful, playful,enjoyable ,enabling, and rewarding .Through these the adult.

  • Respects all children as individuals with rights.
  • Builds on children’s abilities ,interests, experiences ,cultures, and backgrounds , provides for their needs and facilitates them to initiate activities to make choices and to become increasingly independent and responsible.
  • Takes account of additional needs or supports children may require in order to participate as fully as possible.
  • Gives children feedback on what they are doing ,names and affirms their efforts , celebrates their progress and achievements ,and helps them to learn mistakes ,setbacks and challenges
  • Establishes and maintains good relationships with children’s families
Montessori Directress

The Montessori teacher believes in the powers of the individual child, who wants to do things by himself and act on his own. The child therefore chooses the activity and sets the pace. A Montessori teacher never unnecessarily interferes or corrects. After she has presented the material she invites the child to do it as she has done.

A Montessori teacher wants her students to be successful, yet she knows that for this to happen, she must follow their lead not make them follow her.

Relationship with the Teacher
  • When children have a secure relationship with their teachers, they are more comfortable taking risks that enhance
  • learning-tackling challenging tasks.
  • They persist when they run into difficulty.
  • They ask questions when they are confused.

“Our work as adults does not consist in teaching but in helping the infant mind in its work of development.”

Social Development

“It is interesting to see how little by little, these (children) become aware of forming a community which behaves as such… Once they have reached this level, the children no longer act thoughtlessly, but put the group first and try to succeed for its benefit.”

The Hand
  • “No sensorial education can ever occur except as a part of some total activity in which both intelligence and movement are involved.”
  • “The Hand is the instrument of the mind.”
Montesorri Learning Equipments:

Equipments Is Selected By The In- House Montessori And Experience Researchers , And Will Be Added As Per The Adhesions And Development As Per The Requirements.


Curriculum And Equipments Activities Training Shall Be Impart To Teachers Before Starting The Academic Year.


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Each material in a Montessori classroom isolates one quality. In this way, the concept that the child is to discover is isolated. For example, the material known as the pink tower is made up of ten pink cubes of varying sizes. The preschool-aged child constructs a tower with the largest cube on the bottom and the smallest on top. This material isolates the concept of size. The cubes are all the same color and texture; the only difference is their size. Other materials isolate different concepts: color tablets for color, geometry materials for form, and so on.

In the Montessori classroom, learning materials are arranged invitingly on low, open shelves. Children may choose whatever materials they would like to use and may work for as long as the material holds their interest. When they are finished with each material, they return it to the shelf from which it came.The materials themselves invite activity. There are bright arrays of solid geometric forms, knobbed puzzle maps, colored beads, and various specialized rods and blocks