the montessori method of teaching


Montessori schools follow a method of teaching based on the educational philosophy of Dr. Maria Montessori. Conceptualized more than 100 years ago, it emphasizes and develops the potential of each child through the utilization of special teaching materials, a prepared environment, and teachers with a solid understanding of the philosophy who have been trained in the use of Montessori materials. 

Montessori recognizes that children possess an innate curiosity and desire to learn; Montessori materials awaken this desire and channel the child's natural curiosity into an enjoyable learning experience. These didactic materials promote independence and are, for the most part, self-correcting, thus allowing children to progress at their own individual pace. 

As a result, children who grasp concepts quickly are not held back, and ones who require more time do not become frustrated. The purpose of the material is to isolate a single concept and lead the child through a series of steps. A properly prepared Montessori classroom is replete with equipment encompassing subjects from math and language to geography, botany, and technology.

"To provide a nurturing Montessori community where the child's full potential is met in an integrated, interdisciplinary environment and where education is a valued preparation for life."

Montessori was also a great advocate for world peace, having lived through a number of worldwide conflicts during the 20th century. She strongly believed that the road to peace would be paved by our children. She felt that if a child's needs were met and they were expected to give and receive respect in a community such as their classroom or school, that respect would be carried forward with them into adulthood. Peace through education is a fundamental part of Montessori's philosophy.

A Decalogue by Dr. Maria Montessori


  1. Never touch the child unless invited by him (in some form or the other).
  2. Never speak ill of the child in his presence or absence.
  3. Concentrate on strengthening and helping the development of what is good in the child so that its presence may leave less and less space for evil.
  4. Be active in preparing the environment. Take meticulous and constant care of it. Help the child establish constructive relations with it. Show the proper place where the means of development are kept and demonstrate their proper use.
  5. Be ever ready to answer the call of the child who stands in need of you and always listen and respond to the child who appeals to you.
  6. Respect the child who makes a mistake and can then or later correct himself, but stop firmly and immediately any misuse of the environment and any action which endangers the child, his development or others.
  7. Respect the child who takes rest or watches others working or ponders over what he himself has done or will do. Neither call him, nor force him to other forms of activity.
  8. Help those who are in search of activity and cannot find it.
  9. Be untiring in repeating presentations to the child who refused them earlier, in helping the child acquire what is not yet his own and overcome imperfections. Do this by animating the environment with care, with restraint and silence, with mild words and loving presence.
    Make your ready presence felt to the child who searches and hide from the child who has found.
  10. Always treat the child with the best of good manners and offer him the best you have in yourself and at your disposal.

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