Traditional
|
Montessori
|
| Children grouped chronologically by a single grade (ex: 1st grade class) |
Students grouped in 2 – 3 year developmental age span. (Ex: 1st-3rd grade class) |
| Children seated at desks most of the time. |
Children work at tables, on the floor with freedom of movement. |
| Class, as a group, studies one subject at a time. |
Children pursue their own self – paced curriculum individually or in small groups; in various parts of the classroom. |
| Class schedules and frequent interruptions limit child’s involvement. |
Large blocks of “work” time without teacher – dictated interruptions. |
| Time periods allotted. |
No time restrictions; subjects not studied according to the clock |
| Teacher centered |
Child centered |
| Basal readers or “whole language.” |
Phonetic – based, multi sensorial; more flexible reading and writing program. |
| Teacher has central role in classroom activity; child receives direction from adult via predetermined activities. |
Teacher acts as a guide and follows the child; child determines direction of learning by own interests. |
| Rewards and punishment |
Self motivation |
| Discipline is external to child via the authority of the teacher (ex. reward systems, point systems). |
Purposeful and self – selected work provides internal self-discipline. |
| Most lessons presented to large or small groups. |
Most lessons given to individuals or pairs. |
| Textbooks and worksheets reinforce lessons given by the teacher. |
Child discovers concepts through repetitive work with manipulative materials. |
| Learning is reinforced by external rewards such as grades, rewards, and verbal acknowledgements. |
Control of error lies in the material itself. Child’s own intelligence fosters correction. |
| Textbooks and worksheets provide source of information. |
Self-perfection is a natural tendency of every child and excitement and a desire for self-mastery motivates learning. |
| Child assigned own chair and expected to spend most of day stationary. |
Children can work where he/she desires and move and talk at will – without disturbing others. |
| Children are dependent upon the teacher. Most curricula are teacher - directed with very little choice. |
Children are self – directed and make their own choices. |
| Subjects are compartmentalized. |
Subjects are intertwined. |
| Teacher “corrects” pupils’ errors. |
Children learn from peers, self – correcting materials. |
| Answers are provided by teacher. |
Children correct themselves through control of error. |
| Instruction pace is usually set by group norm or teacher. |
The child takes responsibility for his/her own ideas, judgments, actions and decisions. |
| Orientation of work and classroom milieu determined and directed by teacher. |
Work time is designed to honor individual child’s focus and interests. |
