Montessori's Curriculum Theory

The next curriculum model I chose to focus on, Montessori, is seemingly very different from Curiosity Corner. Started in the early 1900’s by Dr. Maria Montessori, this model draws on studies of human growth, development, and even anthropology to find an education style that would fit each child on an individual level (Bahmaee et al. 148). In fact, it’s this focus on the individual that sets it the most apart from Curiosity Corner, and from most educational models. In contrast to the cooperative learning strategies explored above, children engage in, and complete activities, largely on their own. The goal of this is multifaceted. On one hand, making activities and lessons individual allows for more choice, and a stronger sense of independence …show more content…
The tools are even designed in such a way that errors or mistakes are immediately recognizable to the child themselves, offering many opportunities for self-assessment and correction. In this way, Montessori claims, learning, success, and discovery is made entirely by the child, increasing the lesson’s impact (American Montessori Society). One of this curriculum model’s largest draws, however, once again relates back to its philosophy. Montessori’s work was originally focused on helping members of the community with special needs, whose individual concerns did not allow them to participate fully in a typical schooling system (Bahmaee et al. 149). Several of the curriculum model’s core concepts make much more sense when considered through a lens of accessibility. By employing tools in which interaction necessitates motion (American Montessori Society), Montessori can consider the needs of students who have trouble sitting still or learning through conventional methods. For children with stimulation issues, a clean and sleek environment may allow them to participate more fully in lessons, without fear of becoming …show more content…
Most crucial of these is the role of the teacher. The teacher in a Montessori classroom, called a “guide”, prepares the environment with tools best suited for their children’s current developmental levels, occasionally offering additional assistance. As a result of heavy emphasis on student directed activity, teacher directed activity disappears, casting the teacher’s role as one designed to observe and influence, but not really teach. The idea of guiding my students, but not having a direct role in their discovery process, makes me very upset. In a traditional classroom, 80% of instruction is carried out by the teacher, while only 20% is led by the students (Bahmaee et al. 150). While I agree that this split needs to be renegotiated, a reversal isn’t the answer. I firmly believe the teacher and student can embark on a much more meaningful journey if each plays a more equal part in