What to Look for in a Montessori Classroom
Something to remember though is that these things do not always happen simultaneously. If you're observing a classroom or a school and you do not see all of these things happening, but you still see a lot of activity and learning going on, do not write off the school. It could very well be that on the day and time you chose to observe, none of the children had chosen learn in any of these ways. If you are unsure, try to observe again.
Note: What is being described below is a "normalized classroom". Some notes about normalization:
- Classrooms are more normalized when the same teacher has been with the class for several years.
- Classrooms will be more normalized at the end of the school year than at the beginning (if you're observing at the beginning, expect more chaos!).
- If a classroom has had an influx of new, non-Montessori children, it will not be as normalized as if the classroom was filled with children who have been in a Montessori classroom for a while.
The Environment
- An orderly, pleasant environment, with materials that are complete and well-cared for.
- Typical Montessori materials are present in the classroom. In AMS or Public Montessori Classrooms, there will most likely also be other materials that are styled in the traditional Montessori way. (Public Montessoris have to follow state standards and so might have to adapt or design Montessori-like materials that teach concepts not in the traditional Montessori curriculum.)
- A lack of toys in the classroom. Exceptions are things that could be toys, but are actually used for teaching. (For example, I have a Lego Set that the children use to build simple machines. To someone observing, even to someone with Montessori knowledge, at first glance it could look like they are just playing with a toy. But if the observer spoke with the children or to me, they would find out just what an amazing teaching material the Lego set has become.)
- Computers are a hotly debated subject in Montessori circles. Most AMI schools absolutely refuse to have them in their preschool programs and some even in their elementary programs. AMS schools often will have computers in their classrooms, but time and use are limited. Talk to the teacher. Find out the exact rules and use for computers in that particular school, and see if their rules and beliefs mesh with your opinions. (My elementary students have access to 6 desk top computers and at times 20 laptops. One of the desk tops is designated solely for math and language reinforcement games while others are used for research and publishing reports and PowerPoint presentations.)
- Little to no workbooks, text books, or worksheets. True work, with books, materials, and computers should be the norm. (Computers if acceptable by that school's philosophy)
- The overall impression should be one of a happy, busy, harmonious community.
- Typical Montessori materials are present in the classroom. In AMS or Public Montessori Classrooms, there will most likely also be other materials that are styled in the traditional Montessori way. (Public Montessoris have to follow state standards and so might have to adapt or design Montessori-like materials that teach concepts not in the traditional Montessori curriculum.)
- A lack of toys in the classroom. Exceptions are things that could be toys, but are actually used for teaching. (For example, I have a Lego Set that the children use to build simple machines. To someone observing, even to someone with Montessori knowledge, at first glance it could look like they are just playing with a toy. But if the observer spoke with the children or to me, they would find out just what an amazing teaching material the Lego set has become.)
- Computers are a hotly debated subject in Montessori circles. Most AMI schools absolutely refuse to have them in their preschool programs and some even in their elementary programs. AMS schools often will have computers in their classrooms, but time and use are limited. Talk to the teacher. Find out the exact rules and use for computers in that particular school, and see if their rules and beliefs mesh with your opinions. (My elementary students have access to 6 desk top computers and at times 20 laptops. One of the desk tops is designated solely for math and language reinforcement games while others are used for research and publishing reports and PowerPoint presentations.)
- Little to no workbooks, text books, or worksheets. True work, with books, materials, and computers should be the norm. (Computers if acceptable by that school's philosophy)
- The overall impression should be one of a happy, busy, harmonious community.
The Students
- Children helping one another in a natural way, (without looking for approval or praise from adults).
-Children working in pairs and small groups, using Montessori materials and doing self-directed research......
- Older children giving lessons to the younger ones.
- Children solving their own disputes without adult intervention. (And if the adult does step in, how does the adult handle the situation? The teacher should be helping the child learn how to develop the resolution skills, not just offering a quick solution and move on.)
- Children moving about and talking to one another freely, but still respecting each other's space.
-There should usually be a pretty lively "buzz" of discussion, and many discussions between and among kids regarding fairness, rules, community expectations, with only occasional adult participation (for guidance when children sometimes are not able to reach a reasonable compromise amongst themselves).....
-Children working in pairs and small groups, using Montessori materials and doing self-directed research......
- Older children giving lessons to the younger ones.
- Children solving their own disputes without adult intervention. (And if the adult does step in, how does the adult handle the situation? The teacher should be helping the child learn how to develop the resolution skills, not just offering a quick solution and move on.)
- Children moving about and talking to one another freely, but still respecting each other's space.
-There should usually be a pretty lively "buzz" of discussion, and many discussions between and among kids regarding fairness, rules, community expectations, with only occasional adult participation (for guidance when children sometimes are not able to reach a reasonable compromise amongst themselves).....
The Teacher(s)
- Teachers who speak with the children and engage them in respectful conversation as opposed to "talking at them" or "barking orders".
- Teachers giving individual or small group lessons. Teachers should also be able to have time to simply observe the classroom in action, without taking an active role her/himself. (This may vary on the day you're watching as well. Teachers will have days where students were doing things that required them to do a lot of small group instruction. On these days there will hardly have the time to observe.)
-Teachers should be able to explain the curriculum, how it integrates and develops over time. They should be able to tell you which materials they use to teach different concepts, explain how they use that material to differentiate instruction, and which other materials can be used to teach the same concept in a different modality. In a public Montessori classroom the teacher should also be able to explain how they use each material to teach the state standards.
- Teachers giving individual or small group lessons. Teachers should also be able to have time to simply observe the classroom in action, without taking an active role her/himself. (This may vary on the day you're watching as well. Teachers will have days where students were doing things that required them to do a lot of small group instruction. On these days there will hardly have the time to observe.)
-Teachers should be able to explain the curriculum, how it integrates and develops over time. They should be able to tell you which materials they use to teach different concepts, explain how they use that material to differentiate instruction, and which other materials can be used to teach the same concept in a different modality. In a public Montessori classroom the teacher should also be able to explain how they use each material to teach the state standards.
