Theoretically, every educator wants to engage kids, so how does the Montessori philosophy do this differently? It starts with a deep knowledge of child development. We build the educational environment around a scientific understanding of the child’s needs. Most traditions are based on the institution’s needs historically (schools have been factories that take a group who are the same age and do the same thing with them, test them, then move them on). While today’s trend is to focus more on a student’s needs, this is difficult to do well without changing the fundamental structure of the classroom–and sometimes even the standards in the classroom.
At Fulton School, when we focus on the developmental needs of the students, the classroom looks different than a traditional classroom. Students of all ages need choice, personal responsibility, opportunities for exploration and mastery, emotional nurture, and freedom to move within the classroom. They need to be able to learn on their own time table and in their own style.
Our youngest students can learn much more than our culture gives them credit for if material is presented in concrete, small chunks. Our elementary students will burst with enthusiasm if they are able to chase their passions and research their curiosity. Everyone doesn’t have to be on the same page of the text book or spend the same amount of time on every concept—especially as material grows more complex. But to do this well, that is, purposefully, carefully, and methodically, schools and teachers have to be willing to rethink classroom structure, schedule, and assignments.
Here at TFS, we have much more freedom to do this culturally at the youngest ages. We can teach three year olds to read and do math in ways they love, which is impressive, but we can also teach them pour water, to zip their coats, and to prepare their own food, which is extremely valuable to their sense of self worth.
As they get older, we have more cultural pressure to cater to the college preparatory environment, so we have to get creative if we are going to engage them! PreCalculus and long historical research papers may not fit the developmental needs of many adolescents, but practically speaking we need to include them so our graduates are prepared for the challenges that await them in college. We look for ways to include choice, movement, individual rhythms and learning rates, personal responsibility, relevance, and a breakdown of concepts in classes that may not be naturally interesting to the older students in the hopes of engaging them in a curriculum we can’t necessarily control.
While we engage toddlers and preschoolers differently than 6-12 year olds and 12-18 year olds, the key is being willing to take risks, allowing for some flow and some uncertainty, and watching for the student response at every age group. Dr. Montessori said that the work should call to the child and that is our goal: that our students are drawn to what they need to learn rather than be pushed, bribed or threatened. This is no easy task and is much more of an art than a formula, but we are committed to doing it every day in every class. This is what makes us different.