Orlando Montessori Bilingual Academy
Montessori or Conventional: What’s Best for Your Family?
Nido Marketing • August 7, 2020

You already know that Montessori is different from conventional education methods. You may have heard some folks rave about the benefits while others share their doubts. The truth is, there are a lot of differences. Montessori education is nothing like the type of schooling that most children experience – including us adults when we were children.



Understanding the differences can help you decide whether or not Montessori might be a good fit for your family. We invite you to read the comparison below, then come see for yourself. Visiting our classroom environments in person is the very best way to understand our approach.


When viewing this chart please keep two important points in mind:

  1. All schools are different. There is no one standard for conventional or Montessori educational settings. The statements below are generalizations, thought widely considered accurate.
  2. You may see similar charts like this floating around the internet. Ours is different in that we aim to provide factual, observational comparisons. The intention is not to convince you that Montessori is somehow better, but to assist you in your decision-making process. We do, of course, believe in the validity of our methods, but we fully acknowledge that Montessori is not the best fit for every family.

Montessori


Mixed Age Groupings
Montessori classrooms utilize a multi-age
model. Ranges are typically 3-6, 6-9, and 9-12.


Individualized Instruction
Teachers are trained to guide children
through a set curriculum, however each child sets their own pace and is able to more deeply explore areas of interest.


Focus on Intrinsic Motivation
Montessori educators believe that children
have an innate desire to learn and that the
learning itself is a reward. Progress reports
typically include teacher narratives and
information on skills that have been
presented, practiced, and mastered.


Physical Autonomy
Montessori environments are set up so that children may safely and independently use the toilet, eat a snack and get a drink of water when their bodies signal the need and without the permission of an adult.


One Teacher for Three Years
As a result of multi-age class groupings,
children remain with the same teacher for
three years.


Variety of Seating Options
Children may choose to sit and work alone or with others, at a table or on a carpeted floor. They may move throughout the day to seek out different seating options.


Select Art on Walls
Framed prints or artwork are hung on
classroom walls. Select, specific curriculum materials (such as timelines) that may be seen in elementary and adolescent environments.


Natural Materials
Montessori classrooms emphasize the use of wood, glass, and natural fibers. Plastic is
avoided whenever possible.


Hands-On Materials
Specially designed hands-on materials are
used in Montessori classrooms. As children
get older (throughout the elementary years), they rely increasingly on pencil and paper, typically using notebooks. There are generally no textbooks, workbooks, or worksheets.


Formative Assessment
Montessori teachers rely heavily on formative assessment, which entails observing a child as they work. During lessons this often means staying flexible enough to change course depending on the child’s understanding of the skill.

Conventional


Single Year Chronological Grade Levels
In conventional schools, children generally
move to a new grade and class each year.


Group Paced Instruction with Elements of Differentiation
Teachers often teach skills to the whole class at once and pacing does not allow for extra support or challenge. In recent years efforts are being made in some settings to find ways to provide elements of differentiated instruction.


Use of Rewards and Punishments
Conventional schooling typically takes the
approach that external rewards are
motivators. Children receive grades on their report cards, stickers or stamps on papers deemed “good”, and class celebrations for positive behavior.


Adult Permission Required to Fulfill Certain Needs
In order to maintain order within a class that largely does the same activities at the same time, children have scheduled snack/restroom use times or they may ask an adult for permission.


New Teacher Each Year
In typical conventional schools, children move on to a new classroom with a new teacher each school year.


Desks with Chairs
Most conventional classrooms utilize
individual desks with chairs. There are many configurations; some teachers rely on the traditional row formation, while others use desks to form small groups, a horseshoe shape, or other setups.


Environmental Text
Many conventional educators hang reference materials on the walls of their classrooms, as well as motivational and/or decorative posters.


Variety of Materials
A variety of materials can be found in
conventional classrooms, with an emphasis on paper and plastic.


Textbooks, Worksheets, and Manipulatives
A variety of teaching tools are used, including textbooks, workbooks, and photocopied worksheets. In the last two decades, conventional schools are finding ways to include the use of manipulative materials, especially in math and science.


Summative Assessment
Teachers in conventional schools rely on a
variety of assessment methods, but tend to lean heavily on summative assessment.
Examples include tests, quizzes, and graded assignments. Summative assessments place a value on student understanding at a particular point in time.

A woman is using a calculator while a man is writing in a notebook.

Achieving Economic Independence

By Nido Marketing • September 19, 2022
Adolescents exist between two worlds: they are no longer children but they aren’t yet adults. On this bridge to adulthood, adolescents need opportunities to develop real, meaningful, adult-level skills. They aspire to do what adults do. They are curious about how to make their own way in the adult world. As adults, we are part of an economic system. Even if we aren't using money to buy something, through our work or our hobbies we produce or consume aspects of culture. In this way, economics is about the web of interdependence we have with other people. We all depend upon the work and activity of others.  Economics and Interactions If we look at economics as how people offer value in their interactions, as well as the production, distribution, and consumption of services and goods, we can really think about economics as how we organize ourselves in society. Because adolescents are building the skills for stepping into the adult world, it’s important to consider how they are developing their ability to navigate this economic aspect of adult life. How many of us had the opportunity, as adolescents, to develop the skills necessary for economic independence? How would our lives be different if, as adolescents, we had a support system so we could Oigure out a fair and reasonable cost for goods we produced, faced the reality of a proOit and loss statement, or found our way in navigating the paths of spending, saving, and sharing? Road to Achieving Economic Independence Dr. Maria Montessori realized the importance of adolescents developing these kinds of skills. In From Childhood to Adolescence, Dr. Montessori made a bold statement about our approach to education and its impact on the greater society. She stated it clearly: “The essential reform is this: to put the adolescent on the road to achieving economic independence.” So in Montessori adolescent programs, we offer our emerging young adults the opportunity to learn key skills of production and exchange. We sometimes call this “microeconomy.” The basic idea is that adolescents need opportunities to produce goods and services, and work with money and monetary systems, so they can develop an understanding and appreciation for how economies work and their own role in economic systems. Real, Meaningful, and Purposeful Work This experience can take many different forms depending upon the community. Whether running a farm stand or a holiday marketplace, adolescents get to learn key skills. They learn to balance proOit and loss. They discuss and determine how much money should be reinvested into the business to help it grow or how much money should be reinvested in the greater community. They respectfully listen to their customers’ needs and concerns and incorporate that feedback in useful ways. In order to have these learning experiences, adolescents need real, meaningful, and purposeful work. Just like young children need to actually prepare food rather than play with a pretend kitchen set, adolescents need actual experiences in creating a business plan, keeping track of income on a spreadsheet, and balancing a budget. They need to practice accounting work so they can build the skills for their own economic independence. They need to have the thrill of handfuls of cash and then face the responsibility of keeping track of those earnings. They need the experience of paying for replacement materials when they have overused key supplies. If they have developed some savings and want to invest the money, they need to Oind opportunities that align with their values. Preparing for Adult Life Too many of our young people enter the world of adult lives without having experienced their role in an economy (perhaps other than being consumers!). Economic independence is a key part of preparing for adult life. We want our adolescents to step into maturity with conOidence that they can independently navigate their new responsibilities and roles. If we give adolescents the opportunity to learn how to have a sound basis for their economic decisions, imagine where they will be when they are adults and making decisions that affect broader aspects of society!
A boy and a girl are playing with a green sweater.

From Independence to Interdependence

By Nido Marketing • September 5, 2022
In Montessori, we talk a lot about independence. However, one of the lesser known or understood aspects of Montessori is that independence isn’t the end goal. As humans, we are each wonderful, unique individuals. But we don’t exist in isolation. We live amongst other wonderful, unique individuals! In order to effectively live in community with other people, though, we need to be able to function independently. Said another way, before we can offer help to others or make ourselves useful, we need to be able to meet our own needs. How can we be independent and interdependent at the same time? We all want to make choices for ourselves, exercise our liberty, and be responsible for our own lives. At the same time, we also want to be part of something. We are designed to be both independent and be in community. These two needs are not mutually exclusive, but in fact, operate in relationship to each other. We have an innate desire to be autonomous and to belong. When we develop the ability to act for ourselves, make choices, control ourselves, and accept responsibility, we are able to be functioning, contributing members of society. We can see what needs doing and do it because we have the skills to do so. We can work with others to create solutions or produce goods and services. We can be part of a community by acting and taking responsibility for our actions, each able to contribute because we all have the skills to do so. What does this have to do with children and Montessori education? From a very young age, children are trying to exert control over their lives. Children are trying to gain functional independence from birth to about age three. In Montessori classrooms, we offer all sorts of opportunities for young children to develop skills that help them take care of their basic needs. But we don’t stop there! We also provide so many ways children can care for others and for their surroundings. Once children have mastered pouring from one pitcher to another, they are able to pour water into a vase and arrange flowers to beautify the classroom. After they learn how to sweep, they are quick to notice a spill and rush to get the dustpan and dust brush so they can help. When someone is struggling to zip their jacket, they take pride in sharing their newfound skill in service to someone else’s need. As children move into the elementary years, this service to others often takes on a slightly different form, in part because elementary-age children are developing their intellectual independence. Thus, their contribution often involves applying these newfound intellectual skills. They might notice a classmate struggling to figure out the steps in a math problem and offer support. Or when friends are in conflict, they might provide some mediation to help each party listen to the others’ perspective. In adolescence, young adults are ready to work toward being socially and economically independent. They want to figure out their place in society, grapple with real problems, and contribute in a useful way. Thus, Montessori adolescent programs offer teens the chance to develop and feel secure in their own abilities while also collaborating in real and meaningful social endeavors. In the process of running a small business, for example, adolescents are applying their intellectual skills from marketing to mathematics, while also navigating how to communicate with customers and collaborate with classmates. Why is this important?  As humans, we want to achieve independence and belonging. Being independent is about learning the skills to be able to contribute in a meaningful way. All the little conquests of independence–throughout each age and stage of development–matter! When our infant reaches to grasp an object, our two-year-old demands to put their shirt on themselves, our eight-year-old argues about just and fair rules of a game, or our adolescent insists they can solve a problem with their peers, we can remember that these acts of independence are laying a foundation for our children to become part of an interdependent, harmonious society. Independence is just a step. Interdependence is the ultimate goal.
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