Although Montessori pedagogy has been around for over 150 years, it still remains a mystery to most parents who have been raised through mainstream education. Although generally understood to be an alternative way of learning, there are many misconceptions which hinder further exploration.
The most fundamental aspect of Montessori is that learning is child-centred as apposed to being adult-lead as found in the traditional classroom where the teacher controls the pace, content and delivery of learning in segregated age groups and where children are expected to sit still and quiet for extended periods of time throughout most of the day.
In a Montessori environment this is reversed through the understanding that all children learn differently and at pace and that to instil a love of learning, they need to be given freedom, trust and responsibility. This is provided through the ability to move around to find the right place for them to learn best, to choose, within limits, which subjects they wish to study at any point in time with the help and guidance of their mentor, to mix with children of other ages and ability, to use the toilet, take a snack or drink or to have a brain break with having to ask. This not only improves their personal, social and emotional development but also creates a community where children can fully thrive and reach their full potential.
However the greatest concern that many parents have is how can academic rigour be achieved in an apparently over relaxed and seemingly chaotic and unregulated environment.
At the start of each day the children and mentors gather for circle time where the day ahead is discussed and planned, any issues resolved, expectations set as well as including an PSHE aspect and carefully curated item of world news when ever relevant to the curriculum.
The day is structured so the children know what they need to be doing at any point of time; academic mastery in the morning through the use of the learning platform, one-to-one or small mentoring groups, personal conferencing and review sessions and in the afternoon, project and topic work, real-world learning, entrepreneurship, physical education, the creative arts and trips to local places of interest.
Academic progress and achievement is tracked, recorded and assessed in the same way as any Ofsted approved school.
As a micro community, everyone knows each other, where children and adults work together and where there is a deep sense of belonging that is not ordinarily found in traditional schools. Mont21 is a place where all children, no matter of their inherent characteristics, need or ability are nurtured, cared and treated with utmost respect.
To find out more about how we do school differently, visit us as www.mont21hub.org
