Parents often wonder if transitioning from a Montessori school to a traditional educational environment is challenging. They worry their child may struggle with adapting to a more structured setting and a rigorous curriculum. This concern usually arises from misunderstandings about the Montessori approach, which I aim to clarify in this article.
Curriculum
The confusion often lies in not understanding the difference between education and curriculum. A curriculum outlines what a community expects children to learn by certain educational stages. Globally, curricula are similar in content expectations around the world, whether in public or private traditional settings. The Montessori approach can be implemented using any curriculum worldwide. For instance, at Bloom, we use the Kanton Sarajevo curriculum, integrating local culture into the children's educational experience. We teach this curriculum in English and Bosnian, allowing native Bosnian children to learn both languages as first languages. Therefore, Montessori schools can seamlessly implement diverse curricula, ensuring children are exposed to the same content as in traditional schools.
Perception of difficulty
The belief that traditional schools are more rigorous and guarantee higher quality education is misleading. This perceived difficulty often arises from an overload of work and insufficient support, making life challenging for students. Progressive schools, like Montessori schools, focus on how children learn best and their overall development. Human beings possess a natural inclination to learn, grow, and acquire knowledge and skills. By understanding and nurturing this inclination, children can achieve limitless potential. At Bloom, students are well-prepared for Sarajevo Kanton state exams at the end of Upper Primary (age 15) and perform excellently, demonstrating their ability to absorb standard knowledge. Unfortunately, state assessments do not yet evaluate or value the developed personalities and numerous other skills, competencies, and values cultivated in a Montessori setting.
Diversification of approaches
Although I am a Montessori educator, I advocate for moving beyond standardization in education and fostering a community where multiple approaches are available to parents and families. Education should be as diverse as the individuals learning, grounded in principles of human development and core community values. Parents should have the opportunity to choose from various methods and philosophies, based on their family's and children's needs. Recognizing the value of these diverse approaches is essential, and state support should be provided to ensure their coherence and quality in implementation.
Distinguishing Bloom from Traditional Schools
If the curriculum is similar, what then sets Bloom apart from traditional schools? At Bloom, we implement the curriculum using the Montessori philosophy and method. This means the learning environment is designed differently, the teacher's role is distinct, and the focus is on addressing children's individual needs daily, both as individuals and within their community. This approach fosters holistic learning and development. Research shows that Montessori children often exceed traditional curriculum expectations due to their comprehensive development. They become well-rounded individuals who adapt easily to new educational settings, thanks to their comfort with the curriculum and their broad set of skills, self-awareness, and personality.
Below is a chart that serves as an introduction to the key distinctions between Montessori and traditional educational environments, offering a foundation for further investigation into the rich, layered Montessori philosophy.
Aspect | Montessori | Traditional |
View of the Child | Values the child's intellectual, social, emotional, physical, and spiritual growth | Regards the child in terms of ability, proficiency, and achievement |
Role in Learning | Actively participates, exploring the classroom respectfully with the teacher as a guide | Takes on a passive role, with the teacher maintaining a central, dominant position |
Discipline | Promotes internal self-discipline and intrinsic motivation through a thoughtfully prepared environment | Enforces external discipline, promoting extrinsic motivation |
Instruction | Tailored to students' learning styles and developmental stages, both individually and in groups | Aligns with core curriculum benchmarks, both individually and in groups
|
Age Grouping | Three-year groupings fostering supportive, collaborative relationships | Same-age or skill-level groupings with one-year cycles, limiting strong relationships |
Conflict Resolution | Integrated into daily activities through grace, courtesy, and peace curriculum | Taught separately from daily activities |
Learning Pace | Self-determined by the child | Set by curriculum standards, group norms, or the teacher |
Error Handling | Children learn to spot their own errors, viewing mistakes as part of the learning process | Teachers correct work, viewing errors as mistakes |
Reinforcement | Internally through the child's repetition and internal feelings of success | Externally through test scores, rewards, competitions, and grades |
Self-Care | Emphasizes self-care and care for the environment as part of learning | Less emphasis on self-care and environmental awareness |
Workspace | Children choose comfortable workspaces, often collaborating with peers | Assigned specific workspaces, with limited peer interaction
|
Curriculum structure | Multidisciplinary and interwoven | Taught as separate subjects |
Classroom structure | Encourages leadership sharing and egalitarian interactions | More hierarchical
|
Progress reporting | Diverse formats including conferences, narrative reports, checklists, and portfolios, with qualitative feedback over grades | Through conferences, report cards, and test scores
|
Teaching Method | Encourages children to teach, collaborate, and help each other | Teacher does most of the teaching, with collaboration as an alternative strategy |
Work Choice | Based on interests and abilities, with concepts taught within the context of interests | Structured according to curriculum standards |
Goal | To develop the whole child, triggering self-discovery and a love of learning | To master core curriculum objectives |
Understanding the differences between Montessori and traditional education can help parents make informed decisions about their child's learning environment. Traditional schools often emphasize standardized curricula and external measures of success, whereas Montessori education focuses on holistic development, internal motivation, and personalized learning experiences.
At Bloom, we implement the Montessori philosophy, which adapts to any curriculum while maintaining a child-centered approach. This method supports children’s intellectual, social, emotional, physical, and spiritual growth, fostering well-rounded individuals capable of thriving in various educational settings.
Despite common misconceptions, Montessori students are well-prepared for standardized assessments and often excel due to their comprehensive development. The Montessori approach nurtures a love of learning, encourages self-discovery, and values diverse educational strategies tailored to individual needs.
As we move towards a more inclusive and varied educational landscape, it is crucial to recognize the benefits of different teaching methodologies. Additionally, technology is opening new avenues that will significantly transform traditional educational structures. Being prepared for these changes by redefining the roles of teachers and our learning environments sooner rather than later will help reduce disruption and ensure a smooth transition.
Parents should have the freedom to choose the best educational path for their children, supported by state policies that ensure quality and coherence in implementation. By embracing a variety of educational approaches, we can better meet the diverse needs of our students and foster a community that values holistic development and lifelong learning.
What are your thoughts on the benefits and challenges of different educational approaches?
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