Text Box: Tina E. Whidby Elementary—Montessori School


 


 


 

Home
Calendar
Campus News
Contact Us
General Information
The Central Region
HISD Connect
Montessori Program
Parent/Student Links
Photo Gallery
Promotion Standards
School Improvement
TAKS Information
Student Handbook
Whidby's Programs
Whidby's Staff
Wonderful Wildcats
Annenberg ProgramText Box: Montessori Program

Text Box: 7625 Springhill       Houston, TX 77021 Phone:  (713) 746 - 8170   Fax:      (713) 746 - 8173

Text Box: Magnet Coordinator                Anita Ryan                aryan@houstonisd.org

Text Box: ______________________________________________________________   Background   In 1982, Whidby Elementary opened its doors to the Montessori Magnet Program.  The program is based on the formulated goals of Dr. Maria Montessori, an early 20th century Italian educator.  Her belief centered around the fact: that children are best educated by allowing themselves an opportunity to find things out; that training of the sense by handwork is a prime importance; that the teacher and the parent should not impose his/her own personality on the child; and that discipline should be entirely self-imposed.   This approach helps to create a child who is mature, self-disciplined and respectful of the rights of others .   The Montessori Method is untraditional in that it centers on practical life issues. They offer children an individual choice of learning activities and allow them to develop at their own pace within an orderly setting that includes materials specially designed to teach coordination and concepts.  A child is allowed to roam various learning centers in a large classroom. They can study math, language, geography, develop sensory skills or work in a living center complete with breakable items.   A detailed history of Maria Montessori can be found at the following:  www.amshq.org/montessori__history.htm    

Text Box: Montessori FAQ's (frequently asked questions)

Montessori Children

Q. Is Montessori good for children with learning disabilities? What about gifted children?

A.     Montessori is designed to help all children reach their fullest potential at their own unique pace. A classroom whose children have varying abilities is a community in which everyone learns from one another and everyone contributes. Moreover, multiage grouping allows each child to find his or her own pace without feeling "ahead" or "behind" in relation to peers.

Q. What ages does Montessori serve?

A.     There are more Montessori programs for ages 3-6 than for any other age group, but Montessori is not limited to early childhood. Many infant/toddler programs (ages 2 months to 3 years) exist, as well as elementary (ages 6-12), adolescent (ages 12-15) and even a few Montessori high schools.

Q. Are Montessori children successful later in life?

A. 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.

Q. How many Montessori schools are there?

A.     There are at least 4,000 certified Montessori schools in the United States and about 7,000 worldwide.

Q. What does it take to start a Montessori school?

A. The essential element of any Montessori school is the fully-trained Montessori teacher. A good starting point is a group of parents who want Montessori for their children. The next step is to look into state and local requirements for schools, such as teacher training, facilities, class size, etc. Selecting a site and making sure it meets applicable building codes is also an early part of the process. Montessori materials and furniture must be purchased, and, unless one of the founders has taken Montessori training, a teacher must be hired.


Montessori Teachers

Q. What special training do Montessori teachers have?

A. As with the choice of a Montessori school for children, an adult must also exercise wisdom in choosing a teacher training course. Anyone can legally use the name "Montessori" in describing their teacher training organization. One must be sure the certification earned is recognized by the school where one desires to teach.

The two major organizations offering Montessori training in the United States are the Association Montessori Internationale (AMI, with a U.S. branch office called AMI-USA) and the American Montessori Society (AMS). Most training centers require a bachelor's degree for admission.

There are courses, such as "distance learning" or "correspondence courses" which can help one better understand Montessori theory or which can train adults to work in certain schools. Sometimes these are the only possibility, but they do not fully prepare one for the intensive and fulfilling work with a classroom of children. When choosing a training course it is important to balance the amount o time and money one can spend with the teaching opportunities desired, and to find out ahead of time if your certification earned will allow you to teach in a school you are considering.  

 

Specific Details
of the Montessori method
as practiced in Montessori Schools

Protection of the "best" in each child through respect of choice and concentration

The most important discovery that Dr. Montessori has contributed to the field of child development and education is the fostering of the best in each child. She discovered that in an environment where children are allowed to choose their work and to concentrate for as long as needed on that task, that they come out of this period of concentration (or meditation or contemplation) refreshed and full of good will toward others. The teacher must know how to offer work, to link the child to the environment who is the real teacher, and to protect this process. We know now that this natural goodness and compassion are inborn, and do not need to be taught, but to be protected.

The schedule - The three-hour work period

Under the age of six, there are one or two 3-hour, uninterrupted, work periods each day, not broken up by required group lessons. Older children schedule meetings or study groups with each other the teacher when necessary.  Adults and children respect concentration and do not interrupt someone who is busy at a task. Groups form spontaneously or are arranged ahead by special appointment.  They almost never take precedence over self-selected work. Note: For more information on the "three-hour work period" see the chapter "My Contribution to Experimental Science" from The Advanced Montessori Method, Volume I, by Dr. Maria Montessori, or contact the Michael Olaf Montessori Company at michaelola@aol.com for reprint GB850

Multiage grouping

Children are grouped in mixed ages and abilities in three to six year spans: 0-3, 3-6, 6-12 (sometimes temporarily 6-9 and 9-12), 12-15, 15-18. There is constant interaction, problem solving, child to child teaching, and socialization. Children are challenged according to their ability and never bored. The Montessori middle and high school teacher ideally has taken all three training courses plus graduate work in an academic area or areas.

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., will be being studied, at all levels.

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.

Teaching Ratio - 1:1 and 1:30+

Except for infant/toddler groups (Ratio dictated by local social service regulations), the teaching ratio is one trained Montessori teacher and one non-teaching aide to 30+ children. 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. She is facile in the basic lessons of math, language, the arts and sciences, and in guiding a child's research and exploration, capitalizing on his interest in and excitement about a subject. The teacher does not make assignments or dictate what to study or read, nor does she set a limit as to how far a child follows an interest.

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.

Class size

Except for infant/toddler groups, the most successful classes are of 30-35 children to one teacher (who is very well trained for the level she is teaching), with one non-teaching assistant. 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.

Learning styles

All kinds of intelligences and styles of learning are nurtured: musical, bodily-kinesthetic, spatial, interpersonal, intrapersonal, intuitive, and the traditional linguistic and logical-mathematical (reading, writing, and math). 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. From age six on, students design contracts with the teacher to guide their required work, to balance their general work, and to teach them to become responsible for their own time management and education. The work of the 6+ class includes subjects usually not introduced until high school or college.

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.

 

 

Text Box: General Questions Q. Where did Montessori come from? A.    Montessori (pronounced MON-tuh-SORE-ee) education was founded in 1907 by Dr. Maria Montessori, the first woman in Italy to become a physician. She based her educational methods on scientific observation of children's learning processes. Guided by her discovery that children teach themselves, Dr. Montessori designed a "prepared environment" in which children could freely choose from a number of developmentally appropriate activities. Now, nearly a century after Maria Montessori's first casa dei bambini ("children's house") in Rome, Montessori education is found all over the world, spanning ages from birth to adolescence.   Q. What is the difference between Montessori and traditional education? A. 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. Learning is an exciting process of discovery, leading to concentration, motivation, self-discipline, and a love of learning. Montessori classes place children in three-year age groups (3-6, 6-9, 9-12, and so on), forming communities in which the older children spontaneously share their knowledge with the younger ones. Montessori represents an entirely different approach to education. Q. Can I do Montessori at home with my child? A.     Yes, you can use Montessori principles of child development at home. Look at your home through your child's eyes. Children need a sense of belonging, and they get it by participating fully in the routines of everyday life. "Help me do it by myself" is the life theme of the preschooler. Can you find ways for your child to participate in meal preparation, cleaning, gardening, caring for clothes, shoes, and toys? Providing opportunities for independence is the surest way to build your child's self-esteem. In school only a trained Montessori teacher can properly implement Montessori education, using the specialized learning equipment of the Montessori "prepared environment." Here social development comes from being in a positive and unique environment with other children -- an integral part of Montessori education.    Montessori Children Q. Is Montessori good for children with learning disabilities? What about gifted children? A.     Montessori is designed to help all children reach their fullest potential at their own unique pace. A classroom whose children have varying abilities is a community in which everyone learns from one another and everyone contributes. Moreover, multiage grouping allows each child to find his or her own pace without feeling "ahead" or "behind" in relation to peers. Q. What ages does Montessori serve? A.     There are more Montessori programs for ages 3-6 than for any other age group, but Montessori is not limited to early childhood. Many infant/toddler programs (ages 2 months to 3 years) exist, as well as elementary (ages 6-12), adolescent (ages 12-15) and even a few Montessori high schools. Q. Are Montessori children successful later in life? A. 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. Q. How many Montessori schools are there? A.     There are at least 4,000 certified Montessori schools in the United States and about 7,000 worldwide. Q. What does it take to start a Montessori school? A. The essential element of any Montessori school is the fully-trained Montessori teacher. A good starting point is a group of parents who want Montessori for their children. The next step is to look into state and local requirements for schools, such as teacher training, facilities, class size, etc. Selecting a site and making sure it meets applicable building codes is also an early part of the process. Montessori materials and furniture must be purchased, and, unless one of the founders has taken Montessori training, a teacher must be hired. Montessori Teachers Q. What special training do Montessori teachers have? A. As with the choice of a Montessori school for children, an adult must also exercise wisdom in choosing a teacher training course. Anyone can legally use the name "Montessori" in describing their teacher training organization. One must be sure the certification earned is recognized by the school where one desires to teach. The two major organizations offering Montessori training in the United States are the Association Montessori Internationale (AMI, with a U.S. branch office called AMI-USA) and the American Montessori Society (AMS). Most training centers require a bachelor's degree for admission. There are courses, such as "distance learning" or "correspondence courses" which can help one better understand Montessori theory or which can train adults to work in certain schools. Sometimes these are the only possibility, but they do not fully prepare one for the intensive and fulfilling work with a classroom of children. When choosing a training course it is important to balance the amount o time and money one can spend with the teaching opportunities desired, and to find out ahead of time if your certification earned will allow you to teach in a school you are considering.     Specific Details of the Montessori method as practiced in Montessori Schools Protection of the "best" in each child through respect of choice and concentration The most important discovery that Dr. Montessori has contributed to the field of child development and education is the fostering of the best in each child. She discovered that in an environment where children are allowed to choose their work and to concentrate for as long as needed on that task, that they come out of this period of concentration (or meditation or contemplation) refreshed and full of good will toward others. The teacher must know how to offer work, to link the child to the environment who is the real teacher, and to protect this process. We know now that this natural goodness and compassion are inborn, and do not need to be taught, but to be protected. The schedule - The three-hour work period Under the age of six, there are one or two 3-hour, uninterrupted, work periods each day, not broken up by required group lessons. Older children schedule meetings or study groups with each other the teacher when necessary.  Adults and children respect concentration and do not interrupt someone who is busy at a task. Groups form spontaneously or are arranged ahead by special appointment.  They almost never take precedence over self-selected work. Note: For more information on the "three-hour work period" see the chapter "My Contribution to Experimental Science" from The Advanced Montessori Method, Volume I, by Dr. Maria Montessori, or contact the Michael Olaf Montessori Company at michaelola@aol.com for reprint GB850 Multiage grouping Children are grouped in mixed ages and abilities in three to six year spans: 0-3, 3-6, 6-12 (sometimes temporarily 6-9 and 9-12), 12-15, 15-18. There is constant interaction, problem solving, child to child teaching, and socialization. Children are challenged according to their ability and never bored. The Montessori middle and high school teacher ideally has taken all three training courses plus graduate work in an academic area or areas. 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., will be being studied, at all levels. 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. Teaching Ratio - 1:1 and 1:30+ Except for infant/toddler groups (Ratio dictated by local social service regulations), the teaching ratio is one trained Montessori teacher and one non-teaching aide to 30+ children. 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. She is facile in the basic lessons of math, language, the arts and sciences, and in guiding a child's research and exploration, capitalizing on his interest in and excitement about a subject. The teacher does not make assignments or dictate what to study or read, nor does she set a limit as to how far a child follows an interest. 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. Class size Except for infant/toddler groups, the most successful classes are of 30-35 children to one teacher (who is very well trained for the level she is teaching), with one non-teaching assistant. 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. Learning styles All kinds of intelligences and styles of learning are nurtured: musical, bodily-kinesthetic, spatial, interpersonal, intrapersonal, intuitive, and the traditional linguistic and logical-mathematical (reading, writing, and math). 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. From age six on, students design contracts with the teacher to guide their required work, to balance their general work, and to teach them to become responsible for their own time management and education. The work of the 6+ class includes subjects usually not introduced until high school or college. 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.