Experience Wonder • Realize Potential • Discover Confidence • Cultivate Peace
My aim with visiting alternative schools was not to do vast research on the different ways of educating children - in fact I walked into many of these schools knowing nothing about them. Instead I wanted to FEEL what it was like to be there. Did it seem like a place in which I would be comfortable? Was there a positive energy, a love of students, an excitement about learning? Did the children and adults seem happy to be there? Were they happy that I was there? Was it calm? frenetic? boring? exciting? interesting? creative? fun? peaceful?
It took me 3 months before I decided to finally visit a Montessori school. I had read books about Montessori in the past and I think I had already unconsciously dismissed Montessori as a place I would not be interested in working, not because I disliked it, but just because it never particularly resonated with me.
It took me 3 months before I decided to finally visit a Montessori school. I had read books about Montessori in the past and I think I had already unconsciously dismissed Montessori as a place I would not be interested in working, not because I disliked it, but just because it never particularly resonated with me.
In the last week of December I found myself in Minneapolis with a couple of free days. I shot off an email to Sunny Hollow saying I knew it was last minute and it was right before Christmas, but was there any chance I could visit...?
They immediately wrote back to let me know that, although they were very busy preparing for the Winter Program at the end of the week, if I were to come the next day at 8:15 they would be able to show me around and I was welcome to sit in on some classes.
They immediately wrote back to let me know that, although they were very busy preparing for the Winter Program at the end of the week, if I were to come the next day at 8:15 they would be able to show me around and I was welcome to sit in on some classes.
So the next day I showed up bright and early. Ashley Shoaf, the admissions director who was clearly run off her feet, met me at the door and brought me up to the elementary floor. Montessori elementary schools have multi-aged classrooms with students moving back and forth between rooms for collaboration and projects. Each class has a lead teacher and a classroom assistant. At Sunny Hollow there are two lower elementary classes (grades 1-3) and one upper elementary (grades 4-6), each with 24-28 students. Ashley took me to each classroom where I was introduced to lead teachers Gillet, Shanna, and Joe, who each stopped everything they were doing, firmly shook my hand, looked me in the eye, and told me I was welcome to wander back and forth through their classrooms, talk to the students, observe, and that I should not hesitate to ask if I had any questions at all.
I started in Joe's lower elementary class - students were just beginning to come in, each one shaking the teacher's hand and greeting him, then moving on to an independent activity. The classroom assistant asked two young girls if they would show me around the classroom, which they eagerly agreed to do. Some discussion ensued between them about HOW exactly to show me around...was it better to take me in a clockwise direction, or should I be shown certain key things first? Compromise was reached without adult intervention, and my tour began. I saw displays, research stations, colourful wooden math manipulatives set up for self-investigation, musical instruments, art materials, and the class lizard. Joe came over and spent a good 20 minutes talking to me about his class, answering my questions, and offering his teaching binders for me to peruse at my leisure. For the next hour I wandered through the classroom, engaging with students who were working independently in pairs, groups, and on their own. The degree of comfort I felt doing this was higher than any school I had been to; a combination, I think, of the independent working environment combined with the the children's own comfort with frequent visitors, and Montessori's emphasis on modelling good communication and social skills, and instilling confidence, kindness, and cooperation. Each 6 year old that I talked to looked me in the eye, invited me to participate in what they were doing, and answered all my questions with assurance and interest. Some came over to invite me to see what they were doing. I found them to be engaged, friendly, and eloquent. Throughout it all, Joe was watching the students intently - not always intervening, but aware of what was going on, ready to encourage and support students in making their own decisions. Several small lessons were scheduled with students who were struggling with concepts - they gathered with Joe on the carpet and worked on math problems together. Montessori teachers do a lot of observation - the goal is to really know the students, and to be able to make suggestions and help in areas of weakness. In this way all students master concepts at their own speed.
I started in Joe's lower elementary class - students were just beginning to come in, each one shaking the teacher's hand and greeting him, then moving on to an independent activity. The classroom assistant asked two young girls if they would show me around the classroom, which they eagerly agreed to do. Some discussion ensued between them about HOW exactly to show me around...was it better to take me in a clockwise direction, or should I be shown certain key things first? Compromise was reached without adult intervention, and my tour began. I saw displays, research stations, colourful wooden math manipulatives set up for self-investigation, musical instruments, art materials, and the class lizard. Joe came over and spent a good 20 minutes talking to me about his class, answering my questions, and offering his teaching binders for me to peruse at my leisure. For the next hour I wandered through the classroom, engaging with students who were working independently in pairs, groups, and on their own. The degree of comfort I felt doing this was higher than any school I had been to; a combination, I think, of the independent working environment combined with the the children's own comfort with frequent visitors, and Montessori's emphasis on modelling good communication and social skills, and instilling confidence, kindness, and cooperation. Each 6 year old that I talked to looked me in the eye, invited me to participate in what they were doing, and answered all my questions with assurance and interest. Some came over to invite me to see what they were doing. I found them to be engaged, friendly, and eloquent. Throughout it all, Joe was watching the students intently - not always intervening, but aware of what was going on, ready to encourage and support students in making their own decisions. Several small lessons were scheduled with students who were struggling with concepts - they gathered with Joe on the carpet and worked on math problems together. Montessori teachers do a lot of observation - the goal is to really know the students, and to be able to make suggestions and help in areas of weakness. In this way all students master concepts at their own speed.
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I wandered over to the other lower elementary classroom mid-morning and found much of the same. The classroom assistant there was newer and perhaps less confident, but happy to answer my questions. The lead teacher was on a "going out" with some students who had organized a learning excursion, but the classroom continued to function happily and industriously. Some students pulled out math manipulatives and worked on solving math questions in a hands-on way, others were writing; some were making music quietly in a corner, some played with the class pet, some read or worked on art projects.
In the upper elementary class there was a similar industriousness, with everyone working on different projects: baking, quilting, creating Social Studies games, making large maps, working out math problems, playing guitar, researching. Gillet circulated, observing, taking notes, and helping when asked. I sat and talked to the classroom assistant, who was working with students on a quilted mural and who was more than happy to talk to me about her experiences in Montessori. At lunchtime I took my leave, having spent a good three hours in this playful but hard-working environment. |
I felt welcomed, honoured, and appreciated in this space, and am very grateful to the teachers and students who took time to answer my questions, show me around, and make me feel part of the learning.
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Key elements of authentic Montessori education:
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