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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 “The classic Montessori presentation.” In today’s blog, Michelle kindly shares her classroom experiences to provide real-life examples of how Montessori meets that specific goal. One of the main differences between the Montessori method and conventional education is in the delivery and presentation of information. Conventional education methods rely mainly on delivering information through teacher-presented lectures. Even though more emphasis is now placed on active learning, the majority of classroom time is spent on passive learning and lectures. The traditional teacher-centered ...

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 functionality within the Montessori environment.” In today’s blog, Michelle kindly shares her classroom experiences to provide real-life examples of how Montessori meets that specific goal. The first time I stepped into a Montessori environment, I just wanted to walk around the room and touch everything. I felt like the proverbial kid in the candy store! I was there to see if the school was a good fit for my kindergarten-age son, but all the works and materials called to me to come use them, too. The Montessori environment is built for children. It is not an adult e...

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 ...

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 “Personalized instructional goals based on scientific observation and the individual readiness of the child.” In today’s blog, Michelle kindly shares her classroom experiences to provide real-life examples of how Montessori meets that specific goal. More and more frequently, school districts are employing pacing guides as a means of ensuring that their schools are teaching the same content and achieving the same outcomes. A pacing guide is a type of scope and sequence or instructional calendar. However, rather than providing a general overview of what, for example, a year of math g...

There are many ways in which the Montessori environment can contribute to the developmental, social, and academic success of children with special needs. The materials in the environment, the multi-age grouping, and the focus on peace and cosmic education are just a few examples of core characteristics of Montessori that help all children meet their needs – especially those children who may need additional support. Montessori classrooms are filled with beautiful hands-on materials that engage all of the senses. Working with the materials provides a wonderful opportunity for children with special needs to use their hands to explore and learn and to develop fine and gross motor skills. Montessori students in the elementary age range are encouraged to follow their own interests when it comes to reading, writing, and research; this kind of freedom allows the special needs child to flourish. In addition to having the freedom to follow their interests, students are able to work at their own ...

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 “Individualization within the context of a supportive classroom community.” In today’s blog, Michelle kindly shares her classroom experiences to provide real-life examples of how Montessori meets that specific goal. Case 1 After working with three boys on the Stamp Game, I invited them to select a static addition card from the basket that they would like to work on with the material. Michael and Ephraim took a card that contained four-digit numbers. Jeremiah chose a card that contained two-digit numbers. I then asked the boys how many equations they were going to accomplish that mo...

The main thing is that the groups should contain different ages, because it has great influence on the cultural development of the child. This is obtained by the relations of the children among themselves. You cannot imagine how well a young child learns from an older child; how patient the older child is with the difficulties of the younger. —Maria Montessori The Child, Society and the World. It was my first year teaching in the Montessori lower elementary environment. I began my teaching career teaching high school, and was progressively making my way through the younger age groups. So far, I had taught every age group but Year 1–3. I have to admit, I was nervous about the children having separation anxiety and about getting through my first day with 18 first graders. But nothing prepared me for the parent who requested to have her child segregated from the older children in class. I thought that perhaps she was unsure of the mixed- or multi- age culture found in the Montessori envir...