Technology

"The environment must be designed in terms of the needs of the child himself, who step by step will be free from the necessity to combat obstacles and begin to manifest his own superior characteristics." - Maria Montessori

Technology in the classroom is a hot topic these days. This is doubly so within a Montessori environment where even trained Montessorians do not agree. My stance is this. If Dr. Maria Montessori was still here today, I believe she would have found a balance. A small place for technology in the classroom, in support of the child. After all, Dr. Montessori created her own materials to aid in the individual child's learning and understanding. So if there is a website that could help a child, why not at least consider it? While not all technologies, apps, programs, and sites are created equal, there are some good ones out there that truly do support student learning. There is a balance to be struck, however. No child should be on the screen for hours a day. In fact, there is plenty of research out there that proves how over-stimulated parts of the brain become when exposed to even 20 minutes of screen time, while other parts literally begin to atrophy. Before the child is 6 years old, according to Montessori philosophy, there really is no benefit to technology. The Primary child will use Montessori materials and books in the classroom, and also spend time out in nature. The Lower Elementary child follows this structure as well, with the occasional exposure to technology. An example might be a math game with dozens of practice equations or a language app with countless books to read or listen to. Such apps have parameters which can be set by the teacher (or parent) to stay aligned with a child's individual developmental level. As you reach Upper Elementary, one could argue the need to incorporate technology into the classroom increases. Being able to bring "more" to the child is important. Such as pictures or models of detailed artifacts, maps on Google Earth, examples of plant species, the sounds of various musical instruments, cultural examples like parades, pod casts, science videos, or research information, (to name a few). Still, technology is a personal preference for parents. Follow your parental gut. For the typical Montessori teacher, the answer to technology in the classroom is... everything in moderation.

Traditional vs. Montessori Education

"Education cannot be effective unless it helps a child open up himself to life." -Maria Montessori

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Montessori and Traditional education philosophies are often compared and weighed by parents. There are so many aspects of Montessori philosophy that truly set it apart from the others. We have talked before about the prepared environment, the three-hour work cycle, the three-year age groups, but there is more to discuss. Montessori emphasizes learning through all of the five senses. Children in Montessori classrooms learn at their own pace, and according to their own choice of activities. Learning is a process of discovery, leading to concentration, motivation, self-discipline...and a love of learning. The mixed aged classrooms allow for the older children to spontaneously share their knowledge with the younger ones. This is a remarkable phenomena to observe. Montessori encourages individuality and creativity, while maintaining a structured environment. There is much room for freedom of choice with individual works that are chosen, but it all begins on a small scale where more independence is granted as the child reveals they are ready.

A few, quick comparisons to ponder...
Montessori: Views the child holistically, valuing cognitive, psychological, social, and spiritual development.
Traditional: Views the child in terms of competence, skill level and achievement with an emphasis on core curricula standards and social development.
Montessori: A carefully prepared learning environment and method encourage development of internal discipline and intrinsic motivation.
Traditional: Teacher acts as primary enforcer of external discipline promoting extrinsic motivation.
Montessori: A child's learning pace is internally determined.
Traditional: Instructional pace is usually set by core curricula standard expectations, group norms or teacher.

Peace Education

"Peace is what every human being is craving for, and it can be brought about by humanity through the child." -Maria Montessori

Peace education is a core tenant in Montessori education. Peace, meaning the inner peace and balance of the individual, which leads to a community of people at peace...then a society, and world, according to Dr. Montessori. At a very young age, the Primary Montessori child is introduced to a peace table or area, and often a peace rose or talking stick. The area provides a space for a child to go and breath and re-center. This area is sacred in the classroom and while a child is using the peace area, the others know not to disturb them. The peace area typically contains activities and prompts to calm the mind such as books, meditation trays with rakes, putty, wooden brain puzzles, and finger labyrinths. The peace rose or talking stick is a symbol used when one child brings it to another child signaling they want to talk things out and share feelings. This is modeled extensively by the Guide in the room early in the year. The children learn to take turns talking and listening and the turn is decided based on who is holding the peace rose. These simple, yet structured, conversations encourage young people to use their words to solve conflict, rather than violence. The peace area is a tool used by the child when they feel they need to take a break. What a life skill, right? To take a mindful minute to breath and refocus before reacting harshly or unproductively. This is a tool for life. 
*Please enjoy the singing of this traditional Montessori song heard around the world in honor of peace... Light a Candle for Peace

Normalization

"Let us leave the life free to develop within the limits of the good, and let us observe this inner life developing." -Maria Montessori

The first time I observed in Montessori classroom, I remember someone pointing out to me how "normalized" the classroom was. I remember sitting in parent education sessions and the term "normalization" being used over and over. I knew what it meant to be normal, so I concluded that it must be synonymous with that. But in terms of Montessori, that is not what it means at all. A normalized child means one who is able to focus deeply and concentrate on their work. A classroom environment that is set up where children are given the time and space to work for as long as they wish, uninterrupted (as in a three hour work cycle), is said to be called normalized. A normalized classroom offer the child freedom and choice. When I first made the switch from traditional to Montessori, as a teacher, I expected to be able to normalize my classroom the first weeks of school. But this was way off. It takes time and patience. And while students and teachers are both eager to dive back into academics the first few weeks of school, a trained Montessorian is allowing time for the students to adjust and settle into their prepared environment. Several days, even weeks, are devoted to practicing routines, establishing systems, and learning to respect themselves and each other through peace education.