The difference between child-centered & teacher-centered programs. |
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The Montessori educational
approach or child-centered approach is unique from traditional
educational approaches. Montessori methods are systematically
designed to meet the specific needs of each child rather
than the average child. For this reason, children
involved in Montessori education often have better outcomes – no
matter what their individual ability or disability may be. In
addition, children who have been educated using the Montessori
method grow to be lifelong lovers of learning, rather than to
see learning as a “have to.” The Montessori method focuses on
the development of the whole child, rather than only a child’s
intellectual/cognitive development. Curricula and programs are
designed for maximum growth in social, emotional, spiritual,
physical, motor and cognitive development. Because the philosophy of the Montessori method is different, so is the framework of education. Just some of these differences are: |
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Child-Centered. |
Teacher-Centered. |
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Environment |
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| Low student: teacher ratio (1:10 or less) | Higher student: teacher ratio (1:20-25) | |
| Multi-age groupings with a focus on the peer modeling and reinforcement | One age grouping | |
| Students have the same teacher for three years allowing for long-term, trusting relationships | Teacher changes yearly | |
| Child is free to move about room, interacting with anyone | Child is encouraged to stay seated, silence is encouraged | |
| Everything is introduced experientially with manipulatives | Manipulatives usually used only in math | |
| Environment is maintained by children with a focus on personal responsibility and pro-social skills | Environment is maintained by teacher and custodian | |
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Curriculum |
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| Practical life activities used to develop sense of order, cooperation, concentration and independence |
No practical life |
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| Sensorial activities are systematically used to refine coordination, discrimination and vocabulary | If used, sensory activities are used sporadically and not as an integral part of the curriculum | |
| Writing precedes reading | Reading precedes writing | |
| Phonetic, sight vocabulary and whole language are all used to meet individual needs and learning styles of children | Language texts used (although some schools are now using whole language approaches) | |
| Grammar introduced in kindergarten and taught in context | Grammar taught out of context (from text) at older ages | |
| Interdisciplinary approach is used for art, music, history, physics, ecology, zoology, botany, geography, anatomy, chemistry, foreign language, physical education | Separate texts are used for social studies, science, health and music | |
| Math concepts and processes are introduced early | Rote learning is used to teach math facts | |
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Daily lesson plans are determined by each child's needs |
Daily lesson plans are determined by teacher's manual | |
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Lessons are given 1:1 or in small groups |
Lessons given to all students in a class at one time | |
| Use of texts are for reference; lessons and activities are teacher-made | Texts are used for all subjects with little individualization | |
| Character Development | ||
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Child-centered activity and curriculum |
Teacher-centered and curriculum-centered activities |
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| Internally motivated; children work because they want to | Externally motivated; children work because they have to | |
| Child chooses work and works as long as he/she wants, allowing for self-monitoring and concentration | Teacher chooses work | |
| Work continues until a child masters a concept | Pace of activities is determined by teacher's manual | |
| Non-competitive processes; no reference to other students' "grades" or "scores" | Competition for grades among peers; emphasis is on tests and grades | |
| Hands are considered a pathway to the brain and a mechanism to understand abstraction | Paper/pencil and oral explanation are used to "teach" abstraction | |
| Children are introduced to concepts first; details are learned after a concept is mastered | Children learn detailed information first, then the concept | |