Montessori Method Free Essays

Discipline Traditionally it is felt that if we want to have disciplined children then we must exert some kind of control over them so that in the end they bow to our superior strength and adopt our way of acting. We do not expect self – discipline to arise spontaneously in children – we tend to think it is something that we need to impose on a child. Of course if we set limits for desired behaviour and we make sure the child stays rigidly within these limits then what we will see superficially is a child that ‘does as he is told. We will write a custom essay sample on Montessori Method or any similar topic only for you Order Now But this is not self – discipline – this is the kind of discipline that disappears as soon as the adult exerting their will disappears. Maria Montessori hoped for so much more than this. . Montessori said that if we want to help children develop into self disciplined adults then we need to provide the kind of environment that will help the child to create a strong will – when self control is born within the child and is not imposed externally it is a lasting discipline that will stay with him through his life. ook at the traditional view of discipline and contrast it with the way in which self – discipline is developed according to the principles of Maria Montessori. It will be of interest to all who would like to understand more about the apparent Montessori contradiction that self – discipline can be nurtured by granting the child freedom. As Maria Montessori says: One of the greatest difficulties in securing discipline lies in the fact that it cannot be obtained simply with words†¦ Discipline is therefore attained indirectly, that is, by developing activity in spontaneous work. Everyone must learn how to control himself and how to engage in calm and silent activity, for no other purpose than that of keeping alive that inner flame on which life depends. † How to cite Montessori Method, Papers Montessori Method Free Essays The Montessori Method is a teaching or rather an educational method that was originally conceptualized by Maria Montessori. It involves the education of a child with the view that education should be centered on the self. Education in the Montessori Method involves a flexible teaching style that allows the child to learn at his or her own pace and level. We will write a custom essay sample on Montessori Method or any similar topic only for you Order Now This means that the child is in charge of the direction of his or her education and the teacher acts as a natural observer and guide to the development. Montessori classrooms are comfortable and welcoming. They engender an atmosphere of warmth and readiness to learn. The students in a Montessori classroom are not only subjects to an educational method that is unorthodox but are also the members of a culture that is hard to understand for outsiders who haven’t experienced the same educational method. One of the most essential factors of Montessorian education is the culture it fosters and also the numerous personal, social, and behavioral rituals form the body of this culture. (Cossentino, 2005) Although all schools are ritualistic in nature, as evidenced by curricula and the like, the rituals in Montessori schools are stressed because of the severity of the levels of their rituals. Rituals such as a student placing a hand on the teacher’s shoulder to gain attention are examples of how such acts in Montessori schools go beyond just rituals of behavior but rather rituals involving training of a specific culture, in this case a culture that involves patience and actively seeking out help. (Cossentino, 2005) The main thrust of the Montessori method involves the individual assessment of what aspects of education the child is having problems with. This will be derived from an observation of the child. After assessing the areas the child has difficulty with, the teacher will then guide him or her through a lesson slowly and with much patience. Teaching is individualized. But teaching is simultaneous in a classroom. A teacher might, for example, guide a student through a difficulty and then have him or her continue practicing on his or her own at which point the teacher will move on to another student. It should be noted here that a teacher is simply a guide in the Montessori method. The teacher guides through the environment and through an interaction that is unnatural to traditional educational methods. Students learn through interacting with the environment the teacher prepared and sometimes through direct questioning of the teacher. (Cossentino, 2005) The Montessori method, although unorthodox, is effective in aiding the child in his or her development. There is a need for non-Montessorians to understand that there are many lessons to be learned from the methods of a Montessori classroom. Teaching expertise in any educational form must take into consideration the culture it exists in. (Cossentino, 2005) There should be a conscious effort to acknowledge the importance of ritualizing interactions. It is with the use of these rituals that teachers may be able to more effectively teach and guide students. Rituals can serve more than just the purpose of delineating acceptable behavior but can also be used as a means of teaching principles and values that go beyond the lessons at hand. Analyzing the Montessori method, one understands the importance of understanding the reasons behind the lessons being taught. When one is able to identify the goal of the lesson, new avenues of teaching can be explored and more culturally-appropriate methods can be applied, methods that are more easily applicable to the individual students culture and life. Teaching is not just about giving a lesson. It is not just about speaking in front of a classroom and delivering a set of information. Teaching has goals and reasons. As such, Cossentino (2005) emphasizes the need to monitor teaching practices closely and to enhance these to better serve the purposes of education. Reference Cossentino, J. (2005). Ritualizing expertise: a non-Montessorian view of the Montessori method. How to cite Montessori Method, Essay examples Montessori Method Free Essays What does this term â€Å"Normalization† mean? Normalization is a term that causes a great deal of confusion and some concern among many new Montessori Parents. Normalization is indeed not the best choice of words! It suggests that we are going to help children who are not normal to become â€Å"normal. † This is definitely not what Maria Montessori meant. We will write a custom essay sample on Montessori Method or any similar topic only for you Order Now Normalization is Montessori’s name for the process that takes place in Montessori classrooms around the world, through which young children learn to focus their intelligence, concentrate their energies for long periods, and take tremendous satisfaction from their work. In his book, Maria Montessori: Her Life and Work, E. M. Standing described the following characteristics of normalization in the child between the age of three and six: †¢ A love of order †¢ A love of work †¢ Profound spontaneous concentration †¢ Attachment to reality †¢ Love of silence and of working alone †¢ Sublimation of the possessive instinct †¢ Obedience †¢ Independence and initiative †¢ Spontaneous self-discipline †¢ Joy †¢ The power to act from real choice and not just from idle curiosity Kay Futrell in her classic little book, The Normalized Child, describes Dr. Montessori’s amazement when the 60 frightened and ill-disciplined inner-city children of her first Children’s House began to respond to the new environment. â€Å"What followed seemed incredible even to Dr. Montessori, for the deprived children blossomed under this freedom, and the possibility of doing work suited to their needs. They revealed to her not only their enormous capacity for intellectual accomplishment, but a strange character of sweetness and serenity. They displayed a truly uncorrupted spirit, scorning rewards and punishment, and finding their joy in the prodigious work which involved them. They came from these labours refreshed, as from a creative experience, and as they worked, they grew in inner discipline and peace. The sight of these children, who displayed the truly â€Å"normal† characteristics of childhood, was the force which motivated Maria Montessori for the remainder of her life. This secret of childhood she pursued with great vitality, and from her tireless observations and efforts, evolved her perception of the child’s psychic personality. As she travelled from country to country, lecturing, training teachers, helping to establish school after school, this same phenomenon was observed wherever conditions promoting its growth were perfectly realized. This normalized child is the image which Montessori teachers keep uppermost in their minds. This is what we are striving for, what we hope to achieve. However, this child will only appear if we conscientiously prepare ourselves and our classrooms and if we can build on the proper preparation in the child’s home. Normalization is another word for what we call Montessori’s JOYFUL Scholars! What Outcomes Can We Look for If We Give Our Child a Montessori Education? Here are eight primary aspects we normally find in children who have grown up with a Montessori education: †¢ Academic Preparation: Montessori prepares students both for higher education and for life. On an academic level, Montessori helps students attain skills that allow them to become independently functioning adults and life-long learners. †¢ Intrinsic Motivation: Innate desire drives Montessori children to engage in activities for enjoyment and satisfaction. †¢ Internalized Ground Rules and the Ability to Work with External Authority: Montessori students are normally comfortable with ground rules that set the boundaries for their interactions within the school community. Because these ground rules become internalized, Montessori students normally learn to behave appropriately whether or not teachers are present. †¢ Social Responsibility: Montessori children tend to be quite sensitive to the rights and needs of others. They tend to make a positive contribution to their community. †¢ Autonomy: Montessori students tend to become self-directed, composed and morally independent. †¢ Confidence and Competence: Montessori students tend to become confident, competent, self-reflective, and, thereby, successful. They are generally not afraid of failure and learn from mistakes. †¢ Creativity and Originality of Thought: Montessori students normally become confident in expressing their own ideas and creativity. They recognize the value of their own work, respect the creative process of others and are willing to share their ideas regardless of the risk of rejection. Montessori students tend to take great satisfaction in self-expression. †¢ Spiritual Awareness: Montessori students are often exceptionally compassionate, empathetic, and sensitive to the natural world and the human condition. How to cite Montessori Method, Papers