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Jewish Montessori |
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4700 Oakton St Skokie, IL 60076 p 847.232.1520 f 847.232.1521 |
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American Montessori Society Initiate School Illinois Board of Education Registered Private School |
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Dr. Maria Montessori developed her educational philosophy in the early 1900s while first educating mentally challenged children and then poor tenement children in Italy. She based all of her theories on actual observations of young children from both medical and pedagogical perspectives. The Montessori Method is both a methodology and an educational philosophy based on the idea that children are not merely adults in small bodies. They are the guardians of their own intellects, holding the keys to developing themselves into adulthood. Through this development, young children actually inspire adults to connect to the broken childhoods they themselves experienced. This process, according to Dr. Montessori, transforms the world
The Montessori Method highlights the individual talents and needs of each child, rather than a group of children, through encouraging independence and responsibility with proper boundaries. The goal is always to inspire each child to spark their own love and joy of learning. The Montessori approach is based fundamentally on the idea the children are competent beings capable of self-directed learning. This learning process unfolds during a series of sensitive periods of development, when a child’s mind is especially ripe for acquiring new skills. The Montessori Method outlines a specific nurturing environment that prepares children for independence, self-discipline and discovery. This environment is specially designed for the child with emphasis on sensorial activities, practical life skills, literacy and math activities as well as music and art.
The role of the child is one of discovery. At Torah Montessori School, children are involved in activities that help them "absorb" all aspects—physical, mental and spiritual– of the environment, without effort or fatigue. The children are very actively involved with practical life exercises, sensorial materials, language experiences, cultural extensions and math. The role of the teacher is one of facilitator, or "directress". The teacher is first, a keen observer. She is trained to observe constructively and know when to intervene. She demonstrates and models the correct use of classroom materials. The teacher is more active with the younger children as she presents activities based on observations and assessments. As the children work, the teacher tries not to correct any student errors. The use of self-correcting materials and the discoveries of the children will hopefully help the children to realize the error and make adjustments.
The teacher has a challenging job creating a classroom atmosphere and environment that encourages self-confidence, inner disciple and joy of discovery. For this reason, each Montessori teacher must have a solid basis in human growth and development, as well as observational skills to be able to match and guide students in creating their own individual learning plan.
Children are guided to respect the teacher, others, and the classroom materials. If a child misbehaves, the teacher directs him or her to another activity to engage his or her attention. All activities are guided by respect for the teacher, a respect for work of others, and a respect for the materials themselves. If a child misbehaves in a Montessori classroom, the teacher usually helps him to select work which will more fully absorb his attention.
In general the Montessori discipline platform offers preventive exercises that direct and model the proper way for children to act in given scenarios. For example, a teacher might show the students how to properly return materials to their proper places and then play a game in which students must walk around the room and look for ways to restore order to the various materials in other areas. Every rule is accompanied by an explanation and physical enactment so that children who understand the world in different ways (auditory, kinesthetic, visual) can gain understanding. Children are never forced to be quiet or to comply, but rather guided to gross motor activities to work out their own energy and need for movement. When a child is absolutely disturbing others, a teacher might ask that he or she stand right next to her wherever she goes until the child can regain a sense of respect for others. |
