FIVE BIG DIFFERENCES BETWEEN MONTESSORI AND NON-MONTESSORI EDUCATION
The question of “Why do you choose Montessori method for your school” came across numerous time since I started the school in 2005. Upon my professional teaching experiences and my personal up-bringing the children for the past 14 years, here are my top five reasons:
Montessori lessons give hands-on experience to the children. The children remember the lessons not because they memorize it, but because they have experience with it and the memory stays. The brain retained 90% of the information when you experience it.
- Learn at their own pace
We do approximately three-hour unstructured Montessori time to allow children to learn at their own pace and according to their individual skill, interest and personalities. “It would allow anyone to achieve more and to learn as easy as you breath”- said a Talent Development Expert.
- Freedom of Choice
“Freedom without organization of work would be useless. The child left free without means of work would go to waste. … The organization of the work, therefore is the cornerstone of this new structure of goodness; but even that organization would be in vain without the liberty to make use of it, and without freedom for the expansion of all those energies which spring from the satisfaction of the child’s highest activities. (Dr. Montessori’s Own Handbook, 1923) [Emphasis in the original]
“We discovered that education is not something which the teacher does, but that it is a natural process which develops spontaneously in the human being. It is not acquired by listening to words, but in virtue of experiences in which the child acts on his environment. … It is true that we cannot make a genius. We can only give each child the chance to fulfill his potential possibilities. … We must offer the child the help he needs, and be at service so that he does not have to walk alone. … The child is truly a miraculous being, and this should be felt deeply by the educator.” (The Absorbent Mind, 1967)
- The approach
Montessori insisted we should support rather than punish, encourage curiosity rather than memorization, and ask for ideas rather than provide answers. She also emphasized problem solving over rote learning, effort over outcomes, independence over authority, concrete learning over abstract learning, and choosing rewarding tasks over trying to please others.