Wheaton Montessori News
This post continues Mrs. Rogers’s “Why Montessori?” series. Please read her introductory post HERE, especially if you’re a current parent of a WMS student!
The youngest Montessori students gather information through observation and admiration of their older classmates. The oldest students are challenged and often transformed by urgent demand to help and guide their younger peers.
The failure of most public and private schools to incorporate diversity into the formation of classrooms and curriculums has been widely reported. It is an old and persistant problem. The segregation of ages and the standardization of curriculum is a lost opportunity. Standardiation and segregation are huge limitation to academic achievement, and to the growth of human understanding.
There are children learning in Montessori classrooms from a kaleidoscopic array of ethnic, religious, and socio-economic backgrounds. They learn as much from each other as they do from formal lessons. Geographically isolated Montessori classrooms can be more homogenous than a school located in a diversely populated urban area, but every authentic Montessori school has a student populations of mixed ages and abilities. Montessori students are no differentiated by age or intellect.
This diversity is, in my opinion, the single factor that has the most profound and lasting impact on the education of young children. Montessori students demonstrate how much we have to learn from each other, as well as how much each of us has to offer our world.
Please check back for the remainder of Mrs. Rogers’s series, expanding on the following key aspects of “Why Montessori?”: