Thoughts on the Montessori Method

While discussing my research with colleagues, some have mentioned the Montessori method of teaching. Which I have never been completely fond of. I sincerely agree with the basic concept of spontaneous play and free flowing of classroom interactions, but overall I feel that it is a very passive way of teaching. With this entry, I would like to sort out my thoughts and possibly have a more firm standing. I plan to do more research on the Montessori method, possibly visiting some schools that practice it, rather than basing my opinion on the one Montessori school where I worked. It is difficult for me to passionately express my ideas about teaching and to have someone tell me it sounds similar to Montessori. I will try to work out this dillema!

With Montessori there is still a huge aspect of control, structure, and limitation. Rather than controlling the children specifically, what is controlled by the teachers is the children's environment. They place specific items and subjects in the environment to get a desired result. For a short time, I worked at a Montessori school and this is what I witnessed. Children were presented with materials, allowed to pick and choose how to use these materials, but they were not encouraged to make connections, to further contemplate and relate the subjects they were given. As soon as a child became bored, which could be quite quickly, he moved along to the next subject. By doing this, how is he able to make connections? The teachers are supposed to observe this and not interfere. Often, becoming bored, rather than constructive confusion, is "natural" for the child. This is what Montessori practices, the "natural" inclinations of the child.

The way of teaching that I am promoting involves the teacher's compassion and sincere desire for children to grow, become, and emerge. To not stand back so passively, but to encourage confusion. To present children with ideas and subject matter and to help them find ways to further their curiosity, to think more deeply. Even small children are capable of doing this. To discuss ideas with children, not treating them as subjects, but as learning, growing, capable beings. Although, I am more interested in K-5 students, I am interested in learning more about the Montessori method, which usually takes place at the preschool level. With colleagues referring to my ideas as similar to the Montessori method, I will need to voice that, they in fact, are very different. I believe that for teaching K-5, the Montessori method is not the best method.

I feel that in Montessori, children are outwardly treated as "little adults." But inwardly, they are not challenged. The Montessori method does not want to interfere and wants to allow the children to do whatever is "natural" to them. But I am a "big adult" and I still need encouragement, I still need professors to insist on critical thinking, exploration, and connections to be made. I still need to read books in subjects that are slightly uncomfortable for me in order to allow my thoughts to emerge. Right now I am reading a book about meditations with animals - by hunting. With Montessori I don't see children being challenged enough. I feel that presenting something challenging or mysterious is a way to get anyone to become confused. And being confused is the only way to explore knowledge.

The idea of self-directed activity is intriguing, but I believe that children need some direction given to them. How will they know something exists if we don't tell them? I agree that allowing children to attempt at making their own connections contributes highly to their understanding of the particular subject they are interested in, but there is a point where the teacher needs to be intellectually involved in order to present curiosities and to introduce concepts that will incorporate absolute thinking.

The Montessori method focuses on a child's "natural interests." I am interested in children, vegan baking, Iceland, german literature, knitting, and thrift stores. If I did not challenge myself by looking outside of my interests I would not be able to emerge as a person. This is why I am volunteering with developmentally disabled adults, to challenge myself to connect with a new group of people, other than children, whom I do most of my work with. Children, especially those of the typical Montessori age (2-5) are not able to realize this concept. This is why, along with the teacher observing a child, she needs to introduce new subject matter that will create confusion for that child. Children are not able to comprehend the need to be confused. It needs to be presented to them.

The materials used in Montessori are the same basic materials that would be found in any creative preschool, the only difference is the lack of teachers involvement. Or rather, the form of teachers involvement. With a "normal" preschool, the teacher practices structure and organization, whereas with Montessori, the teachers practice observation with a lack of structure. This aspect, I do not disagree with, but I do disagree with the lack of interference, leaving it completely up to the child to challenge herself.

There is more that needs to happen aside from letting children follow their natural instincts. If I followed my natural instincts I would sleep in, eat cookies all day, do a couple of crafts, read a magazine, go to work if I felt like it, study - maybe? The point is that I understand the concept of challenging myself, of bettering myself, and of creating unique opportunities for myself. I have learned that if I want to create thought and to think, I need to do these things which may not come naturally to me. I need some discipline.

For children in Montessori, it would benefit them to be introduced to discipline, challenge, and emergence. Deeper connections need to be made and this is not possible without a higher level of interaction from the teachers involved. A sincere desire to confuse children! Problems need to be presented to the children, on an intellectual level that they can understand.