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In a previous blog , we discussed the value of inclusion and how Montessori’s tenet of following the individual needs of the child makes it inherently inclusive. The Circle of Inclusion Project (University of Kansas) and Raintree Montessori (Lawrence, Kansas) listed 11 specific ways in which Montessori education addresses the needs of all children, including those with disabilities. Included in this list is “ An emphasis on repetition. ” In today’s blog, Michelle kindly shares her classroom experiences to provide real-life examples of how Montessori meets that specific goal. Repetition is the secret of perfection… —Maria Montessori The Montessori Method, p. 171. Practice makes perfect. Ask any musician and they will tell you that they put in hours and hours of practice to perfect their craft. Being able to play an instrument, sing, or dance, requires hours of hard work, dedication, and repetition until those skills and abilities become part of you. Rouen Cathedral, Claude Monet [Public...

In a previous blog , we discussed the value of inclusion and how Montessori’s tenet of following the individual needs of the child makes it inherently inclusive. The Circle of Inclusion Project (University of Kansas) and Raintree Montessori (Lawrence, Kansas) listed 11 specific ways in which Montessori education addresses the needs of all children, including those with disabilities. Included in this list is “ Materials with a built-in control of error. ” In today’s blog, Michelle kindly shares her classroom experiences to provide real-life examples of how Montessori meets that specific goal. The didactic material controls every error. The child proceeds to correct himself, doing this in various ways. —Maria Montessori The Montessori Method, p. 171. Dr. Montessori’s words remind us of the significance of control of error in the Montessori environment. We give children the materials they need to use in a carefully prepared environment, and let the materials, not the adults, do the teach...

In a previous blog , we discussed the value of inclusion and how Montessori’s tenet of following the individual needs of the child makes it inherently inclusive. The Circle of Inclusion Project (University of Kansas) and Raintree Montessori (Lawrence, Kansas) listed 11 specific ways in which Montessori education addresses the needs of all children, including those with disabilities. Included in this list is “Academic materials that provide a concrete representation of the abstract.” In today’s blog, Michelle kindly shares her classroom experiences to provide real-life examples of how Montessori meets that specific goal. The Montessori materials are more than toys or manipulatives. Carefully thought out and designed, each material has its own direct and indirect purpose in the education of the child. The sensorial materials used in the early childhood environment exemplify this significant feature of Montessori materials. For example, consider the Binomial Cube , which is presented as ...

Montessori teachers spend a great deal of time and effort carefully preparing materials for the Montessori environment to meet the needs of all the children. Because a Montessori classroom typically has children belonging to a three-year age range, there are numerous levels of readiness and understanding in one classroom. For that reason, the teacher needs to make certain that the classroom has all the materials necessary for each age and level of ability. How Montessori Teachers Prepare Materials for the Montessori Classroom and Prepared Environment As you would expect, the Montessori teacher ensures that the classroom contains fundamental materials expertly and precisely designed by Maria Montessori. Often, the teacher includes supplementary materials that support the Montessori curriculum. She takes time to carefully consider each material and make sure that it reflects the ideas of the Montessori method before adding it the environment. Materials should preferably be made of natura...

…no one acting on the child from the outside can cause him to concentrate. Only he can organize his psychic life. — Maria Montessori The Absorbent Mind, p. 222. I have been involved with Montessori education for over 13 years. When I talk to prospective teachers or parents, I find that they always ask the same questions. They want to know about the materials, the idea of mixed age grouping, the ideal class size, the amount of adult involvement, and the concept of freedom. In chapter 22 of The Absorbent Mind , Dr. Montessori addresses all of these questions. The Absorbent Mind, Chapter 22: Social Development How were the Montessori materials chosen? Although the materials used in the environment were developed by Dr. Montessori, it was the children who chose which ones were important. “We started by equipping the child’s environment with a little of everything, and left the children to choose those things they preferred.” (p. 223) It seems that the children were partial to certain mater...