Tim Seldin & Paul Epstein Ph.D. An Education for Life

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APPENDIXES 228
PARENTS’ QUESTIONS &ANSWERS Brief Answers to Questions Parents Often Ask Why do Montessori classes group different age levels together? Sometimes parents worry that by having younger children in the same class as older ones, one group or the other will be shortchanged. They fear that the younger children will absorb the teachers’ time and attention, or that the importance of covering the kindergarten curriculum for the five-year-olds will prevent them from giving the three- and four-year-olds the emotional support and stimulation that they need. Both concerns are misguided. At each level, Montessori programs are designed to address the developmental characteristics normal to children in that stage. ▲ Montessori classes are organized to encompass a two- or three-year age span, which allows younger students the stimulation of older children, who in turn benefit from serving as role models. Each child learns at her own pace and will be ready for any given lesson in her own time, not on the teacher’s schedule of lessons. In a mixedage class, children can always find peers who are working at their current level. ▲ Children normally stay in the same class for three years. With two-thirds of the class normally returning each year, the classroom culture tends to remain quite stable. ▲ Working in one class for two or three years allows students to develop a strong sense of community with their classmates and teachers. The age range also allows especially gifted children the stimulation of intellectual peers, without requiring that they skip a grade or feel emotionally out of place. Contents Why Do Montessori Classes Group Different Age Levels Together? 237 Why Do Montessori Classes Tend To Be Larger Than Those Found in Many Other Preschools? 238 Why Do Most Montessori Schools Ask Young Children to Attend Five Days a Week? 238 Why Is Montessori So Expensive Compared to Other Schools? 238 Why Do Most Montessori Schools Want Children to Enter at Age Three? 238 How Can Montessori Teachers Meet the Needs Of So Many Different Children? 238 Why Is A Montessori Classroom Called a “Children’s House?” 239 What Do Montessori Schools Mean by the Term “Normalization?” 239 Is Montessori for All Children? 239 Is Montessori Opposed to Homework? 240 Is Montessori Unstructured? 240 Are There Any Tests in Montessori Programs? 240 How Do Montessori Schools Report Student Progress? 241 Will My Child Be Able to Adjust to Traditional Public or Private Schools after Montessori? 241 Is Montessori Opposed to Competition? 241 Is It True that Montessori Children Never Play? 242 Is Montessori Opposed to Fantasy and Creativity? 242 What’s the Big Deal about Freedom and Independence in Montessori? 242 What If a Child Doesn’t Feel Like Working? 242 What about Children with Special Needs? 243 Wasn’t Montessori First Developed for Children with Severe Developmental Delays? 243 Is Montessori Effective with the Highly Gifted Child? 243 Isn’t Montessori Elitist? 243 Does Montessori Teach Religion? 243 229
Page 1 and 2:
The Montessori Way An Education for
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The Montessori Way The Montessori F
Page 5 and 6:
Foreword W hat is education for? Ho
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SECTION 2 SECTION 3 MONTESSORI PROG
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THE MONTESSORI WAY 8 Introduction I
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THE MONTESSORI WAY 10 My educationa
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THE MONTESSORI WAY (Above) Montesso
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THE MONTESSORI WAY return it to the
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Montessori’s Legacy “It was Jan
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MONTESSORI PROGRAMS During a typica
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MONTESSORI PROGRAMS 50 Montessori t
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A GUIDED TOUR OF MONTESSORI CLASSRO
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Practical Life Success in school is
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First steps towards independence ..
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(Above) Sewing By learning how to s
Page 32 and 33: (Right) Teaching Peace The Peace Ta
Page 34 and 35: The Sensorial Exercises What’s in
Page 36 and 37: (Above and right) The Pink Tower A
Page 38 and 39: MONTESSORI PROGRAMS toms, housing,
Page 40 and 41: MONTESSORI PROGRAMS (Above) The Lan
Page 42 and 43: MONTESSORI PROGRAMS 96
Page 44 and 45: MONTESSORI PROGRAMS Hands-On Scienc
Page 46 and 47: MONTESSORI PROGRAMS (Right) Explori
Page 48 and 49: MONTESSORI PROGRAMS 116 Authors’
Page 50 and 51: MONTESSORI PROGRAMS (Above) Student
Page 52 and 53: ever invest in tasks that have been
Page 54 and 55: Any given testing session can be pr
Page 56 and 57: Montessori At The Secondary Levels
Page 58 and 59: munity would be a model to work tow
Page 60 and 61: MONTESSORI PROGRAMS 174
Page 62 and 63: MONTESSORI PROGRAMS Genetics play a
Page 64 and 65: MONTESSORI PROGRAMS (Above) Young c
Page 66 and 67: CLOSING THOUGHTS 212
Page 68 and 69: CLOSING THOUGHTS 214 Left: The firs
Page 70 and 71: 216 Does Montessori prepare childre
Page 72 and 73: CLOSING THOUGHTS 218 Iknow that Mon
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Page 76 and 77: CLOSING THOUGHTS *Retrieved August
Page 78 and 79: CLOSING THOUGHTS ured up to manufac
Page 80 and 81: APPENDIXES 226
Page 84 and 85: APPENDIXES Why Do Montessori Classe
Page 86 and 87: APPENDIXES In his book, Maria Monte
Page 88 and 89: APPENDIXES embarrassment. Dr. Monte
Page 90 and 91: APPENDIXES 236
Page 92 and 93: APPENDIXES Resources Montessori Org
Page 94 and 95: APPENDIXES Materials Company of Bos
Page 96 and 97: APPENDIXES Index 270 A abacus 89, 9
Page 98 and 99: APPENDIXES Notes: 272
Page 100: T he Montessori Way provides a clea
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Tim Seldin & Paul Epstein Ph.D. An Education for Life

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