Montessori vs. Conventional
Comparing Montessori with Conventional Education
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 appropriate choices and manage their time well. Encouraged to exchange ideas and share their discoveries with others, Montessori students develop strong communication skills that help ease the way in new settings.
Research has shown that the best predictor of future success is positive sense of self-esteem. Montessori programs, based on self-directed, noncompetitive activities, help children develop strong self-images and the confidence to face challenges and change with optimism.
| Montessori Education | Conventional Education |
|---|---|
| Emphasis on cognitive structures and social development | Emphasis on role knowledge and social development |
| Teacher’s role is unobtrusive; child actively participates in learning | Teachers role is dominant, active; child is a passive participant |
| Environment and method encourage internal self–discipline | Teacher is primary enforcer of external discipline |
| Individual and group instruction adapts to each student’s learning style | Individual and group instruction conforms to the adults teaching style |
| Mixed age grouping | Same age grouping |
| Children encouraged to teach one another, collaborate and help each other | Most teaching done by teacher and collaboration is discouraged |
| Child chooses own work from interest and abilities | Curriculum structured with little regard for childs interest |
| Child formulates concepts from self-teaching materials | Child is guided to concepts by teacher |
| Child works as long as s/he wants on a chosen project | Child usually given specific time for work |
| Child sets own learning pace to internalize information | Instruction pace set by group norm or teacher |
| Child discovers own errors from specially designed materials | Errors corrected by teacher |
| Learning is reinforced internally through child’s own repetition of activity, leading to internal feelings of success | Learning is reinforced externally by rewards, discouragements |
| Multi-sensory materials for physical exploration development | Few materials for sensory, concrete manipulation |
| Organized learning program for care of self and self-care environment (shoe-polishing, sink washing, etc) | Little emphasis on instruction or classroom maintenance |
| Child can work where s/he is comfortable, moves and talks at will (yet doesn’t disturb others); group work is voluntary and negotiable | Child assigned seat; encouraged to sit still and listen during group sessions |
| Organized program for parents to understand the Montessori philosophy and participate in the learning process | Voluntary parents involvement often only as fundraisers, not participants in understanding the learning process |