Montessori Traditional Teacher has unobtrusive role in classroom Teacher is center of classroom as "controller" Environment and method encourage self-discipline Teacher acts as primary enforcer of discipline Mainly individual instruction Group and individual instruction Mixed aged grouping Same age grouping Grouping encourages children to teach and help each other Most teaching done by teacher Child chooses own work Curriculum structured for child Child discovers own concepts from self-teaching materials Child is guided to concepts by teacher Child works as long as he wishes on chosen work Child generally allotted specific time for work Child sets own learning pace Instruction pace usually set by group norm Child spots own errors from feedback of material If work is corrected, errors are usually pointed out by teacher Child reinforces own learning by repetition of work and internal feeling of success Learning is reinforced externally by repetition and rewards Multi-sensory materials for physical exploration Few materials for sensory development Child can work where he chooses, move around and talk at will (yet not disturb the work of others); group work is voluntary Child usually assigned own chair, encouraged to participate, sit still and listen during group sessions   What Happens When a Child Leaves Montessori?


Montessori children are unusually adaptable. They have learned to work independently and in groups.  Since they’ve been encouraged to make decisions from an early age, these children are problem-solvers who can make choices and manage their time well. They have also been encouraged to exchange ideas and discuss their work freely with others. Good communication skills ease the way in new settings.

Research has shown that the best predictor of future success is a sense of good self-esteem. Montessori programs, based on self-directed, non-competitive activities, help children develop good self-images and the confidence to face challenges and change with optimism.