Montessori FAQs

For children six and under, Montessori emphasizes learning through all five senses, not just through listening, watching, or reading. Children in Montessori classes learn at their own individual pace and according to their own choice of activities from hundreds of possibilities. They are not required to sit and listen to a teacher talk to them as a group, but are engaged in individual or small group activities of their own, with materials that have been introduced to them 1:1 by the teacher who knows what each child is ready to do. Learning is an exciting process of discovery, leading to concentration, motivation, self-discipline, and a love of learning. Above age six children learn to do independent research, arrange field trips to gather information, interview specialists, create group presentations, art exhibits, musical and dramatic productions, science projects, and so forth. There is no limit to what they create in this kind of intelligently guided freedom. There are no text books or adult-directed group lessons or hourly class schedule. There is great respect for the choices of the children, but they easily keep up with or surpass what they would be doing in a more traditional setting. There is no wasted time and children enjoy their work and study. The children ask each other for lessons and much of the learning comes from sharing and inspiring each other instead of competing.

Montessori is designed to help all children reach their fullest potential at their own unique pace. The approach of following the individual child allows the guide (teacher) to adapt materials and methods of instruction to best support each child’s learning style and needs. A classroom whose children have varying abilities is a community in which everyone learns from one another and everyone contributes. Moreover, multi-age grouping allows each child to find his or her own pace without feeling “ahead” or “behind” in relation to peers.

Research studies show that Montessori children are well prepared for later life academically, socially, and emotionally. In addition to scoring well on standardized tests, Montessori children are ranked above average on such criteria 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.

No. Montessori educates children without reference to religious denomination. As a result, our classrooms are extremely diverse, with representation from all peoples, cultures, and religions.

The term Montessori is not trademarked and anyone, regardless of training, experience or affiliation can open a “Montessori” school. In fact, many preschools employ some of Dr. Montessori’s  methods or use some of the materials she developed without adhering to her complete philosophy, which is completely integrated and developed through years of observation and scientific study. It is essential that parents researching Montessori act as good consumers to ensure the authenticity of their chosen program.

Dr. Montessori founded the Association Montessori Internationale in 1929 to preserve her legacy. AMI ensures that Montessori schools and teachers are both well-grounded in the basic principles of the method and ready to carry those principles forward in the modern educational world. AMI offers teacher training, approves the production of Montessori materials and books, and, through their AMI-USA branch office, accredits schools. All of our guides and assistants value their development and strive for continuous improvement. We support these efforts by funding staff to attend workshops, conferences, and AMI teacher training.

Montessori schools may be best known for their programs with young children, but the underlying educational method describes programs for students up through high school. MSB serves children as young as fifteen months (depending on developmental level) through eighth grade.

Montessori children are free to choose within limits, and have only as much freedom as they can handle with appropriate responsibility. The classroom teacher and assistant ensure that each child is progressing at their appropriate pace in all areas, and use the child’s own interests to connect her with work that encompasses many different academic subjects.

The different arrangement of a Montessori classroom mirrors the Montessori method’s differences from conventional education. Rather than having the teacher as the focal point of the class, with children dependent on her for information and activity, the Montessori classroom is a literal child-centered approach. The children work at tables or on floor mats where they can spread out their materials, and the teacher circulates about the room, giving lessons or resolving issues as they arise.

Yes; Montessori classrooms encourage deep learning of the concepts behind academic skills rather than rote practice of abstract techniques. This deep learning allows children to easily apply these concepts in a variety of ways, across areas of study. The success of our students is apparent in the experiences of our alumni, who successfully compete with (and surpass!) traditionally educated students in a variety of high schools and universities.

Montessori classrooms emphasize competition with oneself: self-monitoring, self-correction, and a variety of other executive function skills aimed at continuous improvement. Early in their education, students typically become comfortable with their strengths and learn how to address their weaknesses. As they progress, students may participate in competitive activities with clear “winners” (auditions for limited roles in the annual play, athletics, etc.). It is a healthy competition in which all contenders are content that they did their best in an environment with clear and consistent rules. This drive for self-improvement enables our students and alumni to perform at their best, while also encouraging their peers to do the same. We find that in competitions outside of school, such as the Montessori Model UN or Lego Robotics, our students perform well but also appreciate the efforts of students in other schools and even often cheer them on.