Wheaton Montessori News
This post continues the series of “Why Montessori?” by Mrs. Rogers, a primary teacher at Wheaton Montessori School. For her introduction to the topic, please click here.
A traditionally structured classroom usually includes a teacher-directed curriculum. Time and space are marked and organized by the strong, clear voice of a teacher who is trained in an age group or an academic discipline. For example, a traditional teachers may train specifically for mathematics, music, or for 4-year-olds.
Montessori classrooms are active, creative, and adaptive communities. The teacher’s voice is seldom heard, and she frequently sits beside a child as he or she learns. It might seem that the hierarchical structure of a traditional classroom would require stronger leadership and stricter discipline. Actually, a healthy Montessori community requires a much more intelligent and intuitive style of leadership.
Montessori teachers must be skilled in the practice of observation and comfortable with the independent, purposeful movement of young minds at work. Nationally and internationally accredited Montessori teacher-training courses are intense and demanding. This is as it should be. Montessori teachers should be experts in the abstract principles and concrete materials that structure the life of a classroom.
For more of Mrs. Rogers’ series on “Why Montessori” and the key aspects that make this the best foundation for your child, you can find previous segments by following these links and staying tuned for the remainder.