Montessori’s methods had traveled all over the world and she had even certified teacher trainers to train teachers. But because there were was no oversight in these first training centers, the courses were shortened and the miracles that had been discovered in the Casa dei Bambini were no longer occurring. Education is the kindling of a flame, not the filling of a vessel. The schedule: “The study of readiness of children to training at school Three-hour Work Period”.
3-hour, uninterrupted, work period each day not interrupted by group activity. The “3-hour Work Period” is vital to the success of Montessori education and often misunderstood. It means that children have three hours to choose and carry out their own work. There is constant interaction, problem solving, child to child teaching, and socialization.
Children are challenged according to their ability and never bored. Work centers: The environment is arranged according to subject area, and children are always free to move around the room instead of staying at desks. There is no limit to how long a child can work with a piece of material. At any one time in a day all subjects — math, language, science, history, geography, art, music, etc. Teaching method: “Teach by teaching, not by correcting”. There are no papers turned back with red marks and corrections.
Instead the child’s effort and work is respected as it is. The teacher, through extensive observation and record-keeping, plans individual projects to enable each child to learn what he needs in order to improve. Rather than lecturing to large or small groups of children, the teacher is trained to teach one child at a time, and to oversee thirty or more children working on a broad array of tasks. Basic lessons: The Montessori teacher spends a lot of time during teacher training practicing the many lessons with materials in all areas. She must pass a written and oral exam on these lessons in order to be certified. She is trained to recognize a child’s readiness according to age, ability, and interest in a specific lesson, and is prepared to guide individual progress. Areas of study: All subjects are interwoven, not taught in isolation, the teacher modeling a “Renaissance” person of broad interests for the children.
A child can work on any material he understands at any time. This is possible because the children stay in the same group for three to six years and much of the teaching comes from the children and the environment. This particular model is backed up by Harvard psychologist Howard Gardner’s theory of multiple intelligences. Assessment: There are no grades, or other forms of reward or punishment, subtle or overt. Assessment is by portfolio and the teacher’s observation and record keeping.
The test of whether or not the system is working lies in the accomplishment and behavior of the children, their happiness, maturity, kindness, and love of learning and level of work. Requirements for age 0-6: There are no academic requirements for this age, but children are exposed to amazing amounts of knowledge and often learn to read, write and calculate beyond what is usually thought interesting to a child of this age. Requirements for ages 6-18: The teacher remains alert to the interests of each child and facilitates individual research in following interests. There are no curriculum requirements except those set by the state, or college entrance requirements, for specific grade levels. These take a minimum amount of time. Character education: Education of character is considered equally with academic education, children learning to take care of themselves, their environment, each other – cooking, cleaning, building, gardening, moving gracefully, speaking politely, being considerate and helpful, doing social work in the community, etc. You may use anything from this site for educational purposes, including academic papers, citing “with permission of The International Montessori Index, www.
Some of the features on CT. The page you are trying to access has moved. The Connecticut State Department of Education has a new website. If you have existing bookmarks you will need to navigate to them and re-bookmark those pages. Go to the New CSDE Website!
DGS wins national award for excellent results – go to All News . DGS students excel in GCSE examination results – go to All News . IB Record Breaking Class of 2017 – go to All News . Minister of State for School Standards congratulates DGS on high levels of progress and results – go to All News . Like how to know when it’s time to start potty training?
And how to actually go about teaching a tiny, impulsive human to direct their inner recycled goods into a tiny throne several times a day? I certainly can try to help you understand the telltale signs of when your kiddo is ready for potty training. THE DEVELOPMENTAL PROGRESSION OF POTTY TRAINING READINESS Did you know that, developmentally speaking, the transition from diapers to big kid undies actually follows a fairly predictable progression? Many kids become mostly potty trained between 2-3 years of age, with boys typically achieving the feat later than girls. However, it’s not about starting at a specific age, it’s about starting when your child is physically AND emotionally ready. So tune into your child and see where he or she is at with this progression.