Anonymous wrote:I signed my 4YO up for the Montessori option at her pre-school but none of the other colleagues in her class are signed up. I'll admit that I am no expert on the Montessori method, but my impression is that it focuses on developing life skills and independence, which I find appealing. I do worry that DC will be miserable and then we will be miserable too. I'm seriously thinking about changing my mind and putting DC back with DC's colleagues. One of DC's teacher's told DH that is what I should do.

Do you have any thoughts on how well kids this age adjust to the new approach?

I haven't appreciated how critical the classroom environment and skills of the teacher are until this moment. Could I actually be doing DC harm if these are subpar?

Thanks.

Why would DC be miserable? What are your apprehensions? Montessori classrooms should be peaceful and loving communities. Have you had a chance to observe the classrooms in action? Children will always miss and speak fondly of friends, but it's the same with parents, siblings, out of school friends, family pets... it doesn't mean they'll be miserable.

The earlier they start, the better. 4 years old isn't the youngest possible age, obviously, but she will adjust and be a great learner, I'm sure.

Can you tell me a little more about the school?

"Harm" might be a strong word, but then again, I have strong feelings about Montessori. I see many parents on here saying that "x y and z happened to me when I was little and I'm just fine!" but early childhood is a critical time in the formation of personality.

Anonymous wrote:How can parents tell before enrolling their child that a particular Montessori school is a good Montessori school? I'm trying to sort through my options in preparation for the DC public/charter lottery. Thanks!

This one I can answer quickly though- I have full faith in the public Montessori programs because their teachers must be highly qualified. Stay away from smaller corporate Montessori that doesn't have AMS or AMI teachers. You're golden.

Hey guys, I am in a seminar all day and will respond in the next few hours!

I signed my 4YO up for the Montessori option at her pre-school but none of the other colleagues in her class are signed up. I'll admit that I am no expert on the Montessori method, but my impression is that it focuses on developing life skills and independence, which I find appealing. I do worry that DC will be miserable and then we will be miserable too. I'm seriously thinking about changing my mind and putting DC back with DC's colleagues. One of DC's teacher's told DH that is what I should do.

Do you have any thoughts on how well kids this age adjust to the new approach?

I haven't appreciated how critical the classroom environment and skills of the teacher are until this moment. Could I actually be doing DC harm if these are subpar?

Thanks.

How can parents tell before enrolling their child that a particular Montessori school is a good Montessori school? I'm trying to sort through my options in preparation for the DC public/charter lottery. Thanks!

Thank you for sharing your expertise with us. I am trying to decide if Montessori and/or Reggio Emilia is right for my son. Can you offer some suggestions for how to tell which is best for him.

I have know two kids who were kicked out a Montessori school after a month with the suggestion to evaluate them for special needs. Both went on to another preschool and later are doing fine in school; neither has a special need. The pediatricians and the a nearby preschool director both admitted that they have seen quite a few cases from this well know Montessori school. Is this a school specific thing (large class size) ? Or is Montessori school in general cannot handle certain type of typically developing but demanding kids?

Anonymous wrote:Thanks.

Absolutely! A warning though: some schools with untrained teachers will definitely intervene when a child is using their imagination.

Thanks.

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Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:How do you feel about imaginative/fantasy play?

If a student is using the pink tower as a spaceship for a few moments and I overhear it, so long as he is using the material in a way that supports its purpose, I would never interrupt. When the spaceship crashes and flies out of orbit, however, there's an issue.

9/10, I see students much more compelled to use materials as intended, and do the chores around the classroom that one might do in home. They take ownership of the space!

I've been told I make a good dinosaur... on the playground.

I know very little about how a Montessori classroom would operate. Can you please explain why you would pretending to crash a spaceship is problematic. Seriously asking. No snark.

It was a metaphor for throwing or breaking.

Okay, so what about the "supports its purpose" part? What are the limits there if there is no destruction or negative behavior implied?

Every piece of work has a specific thing that it is teaching the student using it. If I see they are learning what they need to learn and not distracting anyone, then they can certainly carry on. I'll keep using the pink tower as an example. That piece of work is teaching a child size differences through building and creating different formations. If the student is "building a spaceship," then she is still learning through the building of the work.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:How do you feel about imaginative/fantasy play?

If a student is using the pink tower as a spaceship for a few moments and I overhear it, so long as he is using the material in a way that supports its purpose, I would never interrupt. When the spaceship crashes and flies out of orbit, however, there's an issue.

9/10, I see students much more compelled to use materials as intended, and do the chores around the classroom that one might do in home. They take ownership of the space!

I've been told I make a good dinosaur... on the playground.

I know very little about how a Montessori classroom would operate. Can you please explain why you would pretending to crash a spaceship is problematic. Seriously asking. No snark.

It was a metaphor for throwing or breaking.

Okay, so what about the "supports its purpose" part? What are the limits there if there is no destruction or negative behavior implied?

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:How do you feel about imaginative/fantasy play?

If a student is using the pink tower as a spaceship for a few moments and I overhear it, so long as he is using the material in a way that supports its purpose, I would never interrupt. When the spaceship crashes and flies out of orbit, however, there's an issue.

9/10, I see students much more compelled to use materials as intended, and do the chores around the classroom that one might do in home. They take ownership of the space!

I've been told I make a good dinosaur... on the playground.

I know very little about how a Montessori classroom would operate. Can you please explain why you would pretending to crash a spaceship is problematic. Seriously asking. No snark.

It was a metaphor for throwing or breaking.

Anonymous wrote:

Anonymous wrote:How do you feel about imaginative/fantasy play?

If a student is using the pink tower as a spaceship for a few moments and I overhear it, so long as he is using the material in a way that supports its purpose, I would never interrupt. When the spaceship crashes and flies out of orbit, however, there's an issue.

9/10, I see students much more compelled to use materials as intended, and do the chores around the classroom that one might do in home. They take ownership of the space!

I've been told I make a good dinosaur... on the playground.

I know very little about how a Montessori classroom would operate. Can you please explain why you would pretending to crash a spaceship is problematic. Seriously asking. No snark.

Anonymous wrote:What are your thoughts on transitioning from Montessori to public. My child attends a Montessori in Maryland and will be transitioning to public grade 1. My colleague and work said it will be a hard adjustment for my child.

This is purely anecdotal, but with all the students I have known in this position, yes, it is a little tricky at first. They go from freedom of movement and choice to much more restriction. A compassionate and understanding public school teacher should be able to help the transition go a bit smoother if you speak with her or him first. You'll also find that much of the material covered in these first few months or even years of public schooling were already covered within your child's Montessori education!

People are very skeptical and negative, hmm? It's a strange transition, but kids are resilient. It always helps to have a super positive attitude when discussing the impending changes!

Anonymous wrote:How does Montessori work in the elementary and middle school grades? What children do best in this environment (beyond primary classrooms)? Thanks!

Lower elementary is ages 6-9 and upper elementary is 9-12. There is a much bigger focus on group projects and collaborative work. While a primary classroom has lots of individualized work, it's not uncommon to see a cluster of older children completing a science experiment together. The most ideal situation is a child who started Montessori as a 3 year old, but that's obviously not always possible. Homework is given, but it will be one or two small projects to be done over the course of a week.

A diverse group of children can benefit since they have the freedom to be social, or to work independently. If a child struggles with focusing, I've found Montessori to be a real gift since it is so hands on.