FAQs

No.  In our Montessori Elementary classroom, the children are given “freedom within limits”.  They are guided and expected to make responsible, reasonable, and challenging choices for themselves.  That means choosing appropriate work in each academic area daily, striving to meet personal goals, and making the best possible use of their time.  Children document their own work choices, reading materials, and progress in lesson “follow-up”.  At the end of each week, the children use targeted self-evaluations in order to stay mindful of their choices and progress and to set future goals.

Montessori philosophy is centered in preparing children for the “real world”; however, the meaning of “real world” can differ from one person to the next.  For some it may mean the world of college and future employment.  For others it may mean a setting inclusive of global perspective, good citizenship, and responsible interaction with one’s environment, both socially and ecologically.

Montessori schools are places where children “learn to learn” in natural settings which we consider to be more “real” than traditional schools in several ways.  For example, as adults we would never find a work setting where jobs are segregated by employee’s ages.  We do not usually work at the same pace on the exact same assignment as work colleagues.  We never find settings where every employee is functioning at the exact same level of expertise.  Rather, we must work together to collaborate, despite any differences in age, education, or personal perspectives.  Montessori schools prepare children for real world settings by giving them opportunities and skills in these and many other areas:

• Problem Solving
• Decision Making
• Self-Motivation
• Time Management
• Organization
• Creativity and Innovation
• Social Grace and Courtesy

Many parents express concern that because the Montessori Method involves a great deal of free choice and little to no testing or homework, that Montessori students will fall behind academically.  However, the reverse tends to be the case, as most Montessori children perform better on benchmark tests than students in traditional schools.

Research has shown that Montessori children are well prepared for later life academically, socially, and emotionally. They score well on standardized tests (Takacs, 1991; Duax, 1989) and they are ranked above average on criteria such as following directions, turning in work on time, listening attentively, using basic skills, showing responsibility, asking provocative questions, showing enthusiasm for learning, and adapting to new situations (Duax, 1989). Also, studies such as those completed by Takacs, Karnes, and Duax, show that Montessori education at both the preschool and elementary levels benefits low-SES children by giving them higher competence in basic skills, a better attitude toward school, and a greater chance of staying in school than their non-Montessori peers.

The most important aspect that sets Montessori students apart when transitioning to different educational settings is their ability to adapt and self-direct.  The Montessori Method places high emphasis on supporting students’ confidence and independence.  Montessori students tend to have well-developed skills for conflict-resolution, courtesy, and respect.  These strengths provide a strong foundation that Montessori students can access when transitioning to a different educational setting, in both the academic and social realms.