Montessori Madness! A Parent to Parent Argument for Montessori Education
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We know we need to improve our traditional school system, both public and private. But how? More homework? Better-qualified teachers? Longer school days or school years? More testing? More funding? No, no, no, no, and no. Montessori Madness! explains why the incremental steps politicians and administrators continue to propose are incremental steps in the wrong direction. The entire system must be turned on its head. This book asks parents to take a look one thirty-minute observation at a Montessori school. Your picture of what education should look like will never be the same.
<i>Montessori Madness!<i/> follows one family with young children on their journey of determination, discovery, and delight. Learn the who, what, when, where, why, and how of Montessori education.
This book makes an aggressive, humorous, and passionate case for a brilliant method of education that has received too little attention, very likely because it is based on a revolutionary, dangerous, and shocking concept: children love to learn!
career, or family life. “Is she happy?” “Is she learning?” “Is he independent?” “Is he sociable?” “Is she able to concentrate?” “Is his curiosity nurtured?” These questions can be answered, not by a computer-graded answer sheet, but by yourself. A teacher, whose job and training is to observe your child throughout the day, not just lecture and grade tests, can be of great assistance. The knowledge of specific facts and skills is essential. But if you want to know if your child knows his
of readers, he will also very likely be a lover of books. We just don’t necessarily know which genre of books he will enjoy. We aim the trajectory of our children’s lives by limiting parasite lessons, and by providing a fertile and healthy environment. Then we let go and let the child figure out the details. One of my first concerns with the Montessori method regarded whether the prepared environment was foolproof. Might my children completely skip over an entire subject area? For example, what
“happen,” they are the result of one person persevering and changing the world around him. How is this deep concentration achieved? In traditional schools teachers stand at the front of the class and demand, “Pay attention!” “Do your own work!” and, “If you want an ‘A’ (or if you don’t want to fail) you’re going to have to concentrate!” A Montessori school uses a different approach. A prepared environment is required to allow normalization by means of concentration. The teacher first attends to
closely related. When the child freely decides on a course of action, works diligently on it, and follows it through to completion, he inevitably self-evaluates along the way. He notices his own progress; he seeks out more effective paths. In traditional schools, the teacher decides what the student should do, how he should do it, when he is done with it, and then evaluates his performance. He doesn’t get to practice these things himself. He doesn’t get the chance to really understand why things
airport to the various Eskimo villages along the coast. By “larger town,” I mean populations of around five thousand, while a typical village might have three hundred people. The state is sparsely populated of course, and some of my routes took me over vast expanses of tundra: muddy marshland dotted with thousands of small ponds divided by natural frost heaves of earth several feet high. Often there was not a tree in sight. No roads, power lines, antennas, or houses as far as the eye could see.