MONTESSORI PROGRAM AT SIKSHA >> Activities
SIKSHA & TRADITIONAL School
| Comparing SIKSHA to a traditional pre-school | |
| Traditional Pre-School Classroom | SIKSHA Environment |
| Textbooks, pencil and paper, worksheets and dittos | Prepared kinesthetic materials with incorporated control of error, specially developed reference materials |
| Working and learning without emphasis on social development | Working and learning matched to the social development of the child |
| Narrow, unit-driven curriculum | Unified, internationally developed curriculum |
| Individual subjects | Integrated subjects and learning based on developmental psychology |
| Single-graded classrooms | Multi-age classrooms |
| Students passive, quiet, in desks | Students active, talking, with periods of spontaneous quiet, freedom to move |
| Students fit mold of school | School meets needs of students |
| Students leave for special help | Special help comes to students |
| Product-focused report cards | Process-focused assessment, skill checklists, Mastery Benchmarks |
Common Misconceptions
Here are a set of common misconceptions which are answered herewith.
A range of materials, processes and techniques (such as pottery making) are available to each child to explore and create with as they choose. By providing activities that allow the child to explore the qualities of things in the environment and provide for the possibility of the expression of ideas, the child is allowed the opportunity to develop his own self-expression.
Montessori is just for preschool children.
While the majority of Montessori schools are preschools, Montessori programs exist at age levels from birth to fourteen.
Montessori is just for special learners-the gifted or the learning-disabled.
The methods used in Montessori schools are highly effective with both learning-disabled and gifted learners; the reason for their effectiveness, however, is that the learning environments have been designed to ensure success for all children.
Montessori schools are religious.
Montessori itself is not religiously oriented and finds itself quite at home in public settings where religious instruction is inappropriate.
Children in Montessori classrooms are relatively unsupervised and can "do whatever they want."
Montessori is based on the principle of free choice of purposeful activity. If the child is being destructive or is using materials in an aimless way, the teacher will intervene and gently re-direct the child either to more appropriate materials or to a more appropriate use of the material.
Here are a set of common misconceptions which are answered herewith.
A range of materials, processes and techniques (such as pottery making) are available to each child to explore and create with as they choose. By providing activities that allow the child to explore the qualities of things in the environment and provide for the possibility of the expression of ideas, the child is allowed the opportunity to develop his own self-expression.
Montessori is just for preschool children.
While the majority of Montessori schools are preschools, Montessori programs exist at age levels from birth to fourteen.
Montessori is just for special learners-the gifted or the learning-disabled.
The methods used in Montessori schools are highly effective with both learning-disabled and gifted learners; the reason for their effectiveness, however, is that the learning environments have been designed to ensure success for all children.
Montessori schools are religious.
Montessori itself is not religiously oriented and finds itself quite at home in public settings where religious instruction is inappropriate.
Children in Montessori classrooms are relatively unsupervised and can "do whatever they want."
Montessori is based on the principle of free choice of purposeful activity. If the child is being destructive or is using materials in an aimless way, the teacher will intervene and gently re-direct the child either to more appropriate materials or to a more appropriate use of the material.
Montessori classrooms are too structured.
Although the teacher is careful to make clear the specific purpose of each material and to present activities in a clear, step-by-step order, the child is free to choose from a vast array of activities and to discover new possibilities.
Montessori is against fantasy; therefore, it stifles creativity.
The fact is that the freedom of the prepared environment encourages creative approaches to problem-solving. And while teacher-directed fantasy is discouraged, fantasy play initiated by the child is viewed as healthy and purposeful. In addition, art and music activities are integral parts of the Montessori classroom.
Montessori classrooms push children too far too fast.
Central to the Montessori philosophy is the idea of allowing each child to develop at his or her own, individual pace. The "miracle" stories of Montessori children far ahead of traditional expectations for their age level reflect not artificial acceleration but the possibilities open when children are allowed to learn at their own pace in a scientifically prepared environment.
Montessori is out of date.
While appropriate changes have been made to the original Montessori curriculum (including the introduction of computers and modifications to the Practical Life exercises to keep them culturally relevant), the basic pedagogy has not changed much since Dr. Montessori's lifetime. Contemporary research and evaluation, however, seem to be confirming Montessori's insights.
Although the teacher is careful to make clear the specific purpose of each material and to present activities in a clear, step-by-step order, the child is free to choose from a vast array of activities and to discover new possibilities.
Montessori is against fantasy; therefore, it stifles creativity.
The fact is that the freedom of the prepared environment encourages creative approaches to problem-solving. And while teacher-directed fantasy is discouraged, fantasy play initiated by the child is viewed as healthy and purposeful. In addition, art and music activities are integral parts of the Montessori classroom.
Montessori classrooms push children too far too fast.
Central to the Montessori philosophy is the idea of allowing each child to develop at his or her own, individual pace. The "miracle" stories of Montessori children far ahead of traditional expectations for their age level reflect not artificial acceleration but the possibilities open when children are allowed to learn at their own pace in a scientifically prepared environment.
Montessori is out of date.
While appropriate changes have been made to the original Montessori curriculum (including the introduction of computers and modifications to the Practical Life exercises to keep them culturally relevant), the basic pedagogy has not changed much since Dr. Montessori's lifetime. Contemporary research and evaluation, however, seem to be confirming Montessori's insights.
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