FAQ
When we reached the borders of the next dragon-kingdom, we stopped to rest.
Bells Montessori class is a child-sized world. Materials and curriculum center on practical life, sensorial, language, math, geography, history, science, art and music. Materials or exercises are designed to stimulate independent exploration. This prepared environment entices the child to proceed at his own pace from simple activities to complex ones.
FAQ
Based on helping the natural development of the human being Based on the transfer of a national curriculum Children learn at their own pace and follow their own individual interest Children learn from a set curriculum according to a time frame that is the same for everyone Children learn themselves using materials and specially prepared for the purpose. Children are taught by the teacher Child is an active participant in learning Child is a passive participant in learning Understanding comes through the child’s own experiences through the materials and child’s ability to find things out for themselves. Learning is based on subjects and is limited to what is given Learning is based on the fact that physical exploration and cognition are linked. Children sit at desks and learn from a whiteboard. Child can work where he/she is comfortable, move around and talk at will while not disturbing others Child is usually assigned own chair and encouraged to sit still and listen during group sessions The Montessori adult works in collaboration with the children. The class is led by teacher. The child’s individual development brings its own reward and therefore children are motivated. Motivation is achieved by a system of reward and punishment. Environment and method encourage internal self-discipline. Teacher acts as primary enforcer of external discipline. Child works as long as he/she wishes on chosen project. Child generally given specific time limit for work Uninterrupted work cycles. Block time, period lessons Mixed age groups. Same age groups Working and learning matched to the social development of the child. Working and learning without emphasis on the social development of the child. Shared emphasis on intellectual, social, emotional and spiritual development. Main emphasis on intellectual development. Shared focus on the acquisition of academic, social, practical and life skills. Main focus on academics.
Montessori Education
Traditional Education
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.
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Only a trained Montessori adult can properly implement Montessori education, using the specialized learning equipment of the Montessori "prepared environment." Moreover, the social development that comes from being in an environment with other children is an integral part of Montessori education.
However, Montessori philosophy and practices have much to offer home schooling parents. All parents can use Montessori principles of child development at home, complementing your child's experiences in Montessori school. 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 Montessori approach. Providing opportunities for independence is the surest way to build your child's self-esteem.
Everything in a Montessori classroom is geared to the child, creating a child-sized world. The furniture in the classroom is properly sized for the child. The materials are proportionate, fitting easily to the child's hand. They are also proportionate to his abilities, not overly simple, challenging but never presenting an impossible goal. The teacher carefully prepares this environment to give the child a safe place in which to explore, experiment, and learn. The tailored environment allows the child to proceed at his/her own pace from simple activities to more complex ones. The child's natural curiosity is satisfied as he/she continues to experience the joy of discovering the world around him/ he.
Each Montessori environment operates on the principle of freedom within limits. Every program has its set of ground rules that differs from age to age, but is always based on the core Montessori beliefs, that is, respect for each other and for the environment. The Montessori material allows concrete manipulation of materials that are multi-sensory, sequential and self-correcting in nature, and hence facilitate the learning of skills as well as abstract ideas. The Montessori materials also have a built in "control of error" which provides the learner with information as to the accuracy of his response and enables him to correct himself. The teacher demonstrates the lesson initially, and is available, if needed. The child is free to work at his own pace with material that he has chosen, either alone or with others. The teacher's role is to act as a facilitator to encourage active, self-directed learning.
Observers of the Montessori children have described them as having developed self-discipline, self-knowledge, and independence, as well as enthusiasm for learning, an organized approach to problem-solving, and academic skills. These children tend to be well-rounded individuals who understand their importance within their community and relate in positive ways to their natural surrounding.
The Montessori children are able to cope with conditions they encounter when transferring to the traditional-school and the classroom. Most likely this is because they have developed a high degree of self-motivation and independence in the Montessori environment along with their innate ability to adapt to new situations. However in the Bells if the child is continuing for all the three years all the six month the child is put on to the transition period were the child will experience the virtual classroom. Henceforth the child will easily adapt for the normal schooling.