What makes Montessori unique?

What makes the Montessori programme unique is its insistence on freedom within a prepared environment. We don't "mandate", we "invite", and we "entice".

Promoting self-directed learners

• With guidance from the teachers, children plan an outline of the work they will do for the week and define daily work goals. Teachers meet regularly with each child to conference and give feedback and suggestions regarding their work plans.
  
  
• Inquiry-based learning is initiated through the presentation of ‘great lessons’ which fuel children’s curiosity and act as a catalyst for individual research and project work.
  
  
• Children chose where they want to work in the class, with whom and for how long. Teachers assist children to make positive choices and redirect when necessary.
  
  
• Children are expected to complete ‘work cycles’. A work cycle includes selecting work, concentrating on it for a period appropriate for the child, and returning the work to where it was taken from. Materials and equipment are to be returned in good order for the next person to use.
  
  
• Teachers avoid whole class teaching and lessons are given to individuals and groups, while ensuring the rest of the class is not disrupted. If a child is not constructively engaged the teacher will direct them to some work or present a new lesson to them.
  
  
• When not working with a teacher, students are free to chose materials to work with that have been presented to them. If working on the floor, children place their work on mats to define their workspace and protect equipment.
  
  
• Great care is taken to create a learning environment that will reinforce the child's independence and natural urge toward self-development. This is achieved in three ways: beauty, order and accessibility. Each piece of material has a specific purpose and is presented to the children in a manner that will enable them to direct their own learning.
  
  
• Each piece of material presents one concept or idea at a time and has what is known as a "control of error". If the child has done something incorrectly it will be self-evident. Being able to see his or her own mistake allows the child to work independently
  
  
• Reward and punishment are not used in our class. If a child behaves inappropriately the teacher will redirect the child. If the child continues to misbehave they sit in an observer’s chair in the class to observe the class working constructively and cooperatively for a few minutes before being permitted to actively participate in the class. Children select activities through intrinsic motivation to do so. Rewards distract the child from what truly motivates them.
  
  
• Teachers do not interrupt children who are working by making comments on their work as this develops teacher dependence and interruption of concentration.
  
  
• If children wish to work with others they must ask first, or invite others to work with them. Polite refusal is acceptable.