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Page 3
The materials, the lessons, the class-
room and the teacher were only to
serve the child’s growing inner spirit
and mind. She emphasized the whole
child, with each of its parts (social,
emotional, physical and cognitive) as
being in a state of hidden metamor-
phosis.
The child is not a miniature adult to
be molded, but rather “the child
makes the man”. It is something that
works from within as the child is nur-
tured towards responsibility and
gains independence. Adults must
trust and have faith in the process.
She called it “the secret of childhood”.
To follow the child means that each
individual child is honored as we plan
the implementation of our district
academic curriculum and the Montes-
sori materials and lessons (which inte-
grate well). This holistic approach
provides the joyful learning experi-
ences from which children can create
their knowledge and self esteem.
It is a complex task when you con-
sider that we do not have assistants.
Private Montessori schools usually
have 15-20 students in the elementary
classroom with two trained adults.
This is why we need and appreciate
the positive volunteer help that par-
ents provide as we work together to
make the CKSD Montessori program
successful. It is a team alliance.
At the foundation of the Montessori
Method are basics that all Montes-
sorians agree to be essential. For in-
stance, in the first through third
grade classroom we must teach by
trying to give the big picture, use a
storytelling format, take them out
into the world around them, and
spark their imagination by seeds of
interest that we sow.
I encourage you to read more about
Montessori philosophy. A better fu-
ture depends upon the development of
whole individuals that can independ-
ently think and act well in their
society.
—The Montessori Community continued from pg. 2
"I have studied the child. I
have taken what the child
has given me and expressed
it and that is what is called
the Montessori method."
-Maria Montessori
MPA Newsletter / February 2004
Essence of Montessori
Written by Angie Harrison
Intermediate Teacher
(grades 4-6)
Traditional education sorts and
groups young people in the attempts
to educate them as one, and yet chil-
dren are diverse in their personalities,
interests, and learning styles. Perhaps
the most famous quote known by
Maria Montessori is, “Follow the
child.”
I believe that education should be ap-
proached in a manner that children
will most readily respond to; they
need to have as much choice in prod-
ucts and activities as possible, and
their interest needs to be piqued.
A constructivist teacher uses observa-
tions and discussions over a period of
time, along with assessments, to cre-
ate an educational process that will
best suit the learning needs of each
child.
“Following the child” gives the child
free choice of purposeful activity
which contributes to his or her
development in the unique way that
best nurtures his or her spirit of
learning.
What Happens when a Child
Leaves Montessori?
—Prepared by the American
Montessori Society
Montessori children are unusually
adaptable. They have learned to work
independently and in groups. Since
they’ve been encouraged to make deci-
sions from an early age, these children
are problem-solvers who can make
choices and manage their time well.
They have also been encouraged to
exchange ideas and to discuss their
work freely with others and good
communication skills ease the way in
new settings.
Research has shown that the best pre-
dictor of future success is a sense of
self-esteem. Montessori programs,
based on self-directed, non-
competitive activities, help children
develop good self-images and the con-
fidence to face challenges and change
with optimism.
“The aim is to
balance
individual
mastery with
small group
collaboration
within the
whole group
community.
”
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