Anonymous
Post 08/11/2014 15:57     Subject: I'm a DC Montessorian. AMA.
Anonymous wrote:
Anonymous wrote:
Anonymous wrote: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?


How ironic and disgraceful. Montessori began her observations and formed her first philosophies in order to help children with special needs, and sadly, this is something that I see a lot in certain schools. It confuses me to no end. I know of one large DC program that is a little crazy with their screening process, and so I've never had a desire to apply for work there. I wonder if it's the same school...

It's school specific, 100%.


NP here. My classroom experience along with my university training demonstrated to me that children with special needs do very well using Montessori materials. The problem lies in the ratio. Classrooms for children with special needs are usually 1:3 ratio (one teacher for three students) while the Montessori classroom is usually 1:9. There are Montessorians who would love to be able to offer a classroom with smaller ratios yet simply don't have the space. It would need to be a school with a calling for an early intervention philosophy for children with special needs and work toward making the budgetary and FAR (floor-area ratio) adjustments.


Except these two kids did not have special needs. They may be a bit needy but neither had a special need later on. This particular Montessori seems to be very focused on profit making and don't want to get the kids through the hurdles of the initial adjustments.
Anonymous
Post 08/11/2014 15:14     Subject: I'm a DC Montessorian. AMA.
When I've read other threads about Montessori, there is a lot of "the fit depends on your child's personality." Is there a type of personality that is more suited for Montessori and personalities that are not so suited? We have a very active, high energy boy -- he can really focus on tasks, but I worry sometimes that the Montessori classroom may be too sedate for a kid who needs to wriggle and run.
Anonymous
Post 08/11/2014 15:12     Subject: I'm a DC Montessorian. AMA.
OP, thank you for sharing your expertise. We have a child in the Primary program at Aidan Montessori. Have you any experience with that school? Also, we are considering going on through Lower El and even Upper El, but we are concerned about how tiny the classes are, especially when you get up to Upper El. I've heard that Montessori did not design a curriculum for older kids, only younger kids, but I don't know if that is true or if it's just misinformation. Can you please clarify?
Anonymous
Post 08/11/2014 13:45     Subject: I'm a DC Montessorian. AMA.
Hi. Another Montessori teacher here. I am enjoying reading this thread. Thanks, OP!
Anonymous
Post 08/11/2014 12:55     Subject: I'm a DC Montessorian. AMA.
Anonymous wrote:
Anonymous wrote: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?


How ironic and disgraceful. Montessori began her observations and formed her first philosophies in order to help children with special needs, and sadly, this is something that I see a lot in certain schools. It confuses me to no end. I know of one large DC program that is a little crazy with their screening process, and so I've never had a desire to apply for work there. I wonder if it's the same school...

It's school specific, 100%.


NP here. My classroom experience along with my university training demonstrated to me that children with special needs do very well using Montessori materials. The problem lies in the ratio. Classrooms for children with special needs are usually 1:3 ratio (one teacher for three students) while the Montessori classroom is usually 1:9. There are Montessorians who would love to be able to offer a classroom with smaller ratios yet simply don't have the space. It would need to be a school with a calling for an early intervention philosophy for children with special needs and work toward making the budgetary and FAR (floor-area ratio) adjustments.
Anonymous
Post 08/11/2014 12:18     Subject: Re:I'm a DC Montessorian. AMA.
Anonymous wrote:
Anonymous wrote:Thank you for offering your perspective.

Would you comment on the early literacy aspect of Montessori? DS loves his books. We create stories. He doesn't seem to care about the alphabet though. His peers do care. The program we are involved in is part-time. This fall the teacher will focus on literacy, so DS will not have the option to choose other work. Any thoughts on participating in a part-time program based on just the literacy aspect of Montessori?


Two answers.

1. If there is a focus on something in a Montessori classroom, then it is not a true Montessori classroom. There are SO many realms on the classroom that also support literacy, reading, and writing.

2. The literacy work in Montessori is really quite excellent and easy to practice at home. You'll probably like it and find it fun practice with DS.


I have a perspective on this -- it might just be your kid. I have twins - one of whom is very focused on decoding words and is an early reader. He is fascinated by symbols/maps etc. Learning to decode is intrinsic for him. His twin, however, mostly cares about the story. She doesn't decode at all, but "reads" far more often than he does, by turning the pages of a book and telling a story to go along with it. They are 4.5.

I am not at all worried that they will both be reading well at some point. They are just taking different paths to get there.
Anonymous
Post 08/11/2014 12:12     Subject: I'm a DC Montessorian. AMA.
Sorry, by not fully bilingual, I meant not fully immersion. So just like 30-60 minutes of language exposure like DC schools are being encouraged or possibly required to do.
Anonymous
Post 08/11/2014 12:10     Subject: I'm a DC Montessorian. AMA.
Thanks for this thread! NP here wondering how learning a foreign language can complement or be incorporated into a Montessori classroom that is not fully bilingual.
Anonymous
Post 08/10/2014 19:55     Subject: I'm a DC Montessorian. AMA.
Anonymous wrote:Why do you think some parents are kind of hostile towards Montessori for not allowing "imaginative play" or "creative play"? It seems like they have this image of Montessori as being grim or forcing kids to sit at desks and do paperwork.

I don't have a ton of experience in this, but the one preschool Montessori classroom I observed with 2 and 3 year olds seemed very happy, peaceful, and focused. Quite different from the cluttered and kind of chaotic atmospheres I saw at other preschools.


It's really just a semantics thing. People balk at the word "work," but hey, I LOVE work! My work is exciting and fulfilling and satisfying, as we hope it eventually will be for our children's future. We offer reality. Students do not "play" house; there is a real knife with a real stalk of celery. There is REAL sewing work, not make believe.

I'm so glad you enjoyed your observation- it sounds like the teacher and school really had some decent training and passion for the method to have such a normalized toddler room.
Anonymous
Post 08/10/2014 19:52     Subject: Re:I'm a DC Montessorian. AMA.
Anonymous wrote:Thank you for offering your perspective.

Would you comment on the early literacy aspect of Montessori? DS loves his books. We create stories. He doesn't seem to care about the alphabet though. His peers do care. The program we are involved in is part-time. This fall the teacher will focus on literacy, so DS will not have the option to choose other work. Any thoughts on participating in a part-time program based on just the literacy aspect of Montessori?


Two answers.

1. If there is a focus on something in a Montessori classroom, then it is not a true Montessori classroom. There are SO many realms on the classroom that also support literacy, reading, and writing.

2. The literacy work in Montessori is really quite excellent and easy to practice at home. You'll probably like it and find it fun practice with DS.
Anonymous
Post 08/10/2014 19:48     Subject: Re:I'm a DC Montessorian. AMA.
Anonymous wrote:
Anonymous wrote:Montessori has lessons for every activity. Why are there no lessons or activities designed to help preschoolers play together?


My understanding is that this is the function of the grace and courtesy lessons.

http://www.forsmallhands.com/ideas-insights/please-thank-you-youre-welcome-excuse-me


Love this!
Anonymous
Post 08/10/2014 19:47     Subject: I'm a DC Montessorian. AMA.
Anonymous wrote:
Anonymous wrote:
Anonymous wrote:OP, what do you think about Montessori teaching as a late-30s career change? I'm mulling over applying for the Loyola/WMI AMI elementary training next year.


Yes! Please! Do it, Loyola is amazing! I really can't speak highly enough. It's truly fulfilling work.


Thanks so much for the response, that's terrific to hear! What are your thoughts on training for primary versus elementary? Are they very different? Do you see more jobs available in one area or the other?


The training is the same amount of time for both. There will definitely be more primary jobs, but don't be surprised in a few years when the demand for elementary flies through the roof. I'm planning to go back and get my elementary degree at some point. I love primary, but want to be as well rounded as possible.
Anonymous
Post 08/10/2014 19:45     Subject: Re:I'm a DC Montessorian. AMA.
Anonymous wrote:
Anonymous wrote:
Anonymous wrote:Parallel play ends around 2 to 3 years old before most children start a primary classroom.


It is first spotted during this age. It ends while the child is in primary and evolves while they are still in that classroom.


Parallel play never ends. Kids add other types of interactions, but they continue to work and play in parallel too. For example, two elementary schoolers building separate Lego creations at the same table, or two adults hitting golf balls on an outing to the driving range would be engaging in parallel play.


I worded that poorly, and quickly. It stops being the dominant form of play. I'm here to answer basic questions for parents, but if you want to get into a debate in regards to child development philosophy, there are plenty of outlets.

I am trying to be helpful.
Anonymous
Post 08/10/2014 16:09     Subject: Re:I'm a DC Montessorian. AMA.
Anonymous wrote:
Anonymous wrote:Parallel play ends around 2 to 3 years old before most children start a primary classroom.


It is first spotted during this age. It ends while the child is in primary and evolves while they are still in that classroom.


Parallel play never ends. Kids add other types of interactions, but they continue to work and play in parallel too. For example, two elementary schoolers building separate Lego creations at the same table, or two adults hitting golf balls on an outing to the driving range would be engaging in parallel play.
Anonymous
Post 08/10/2014 16:04     Subject: I'm a DC Montessorian. AMA.
Why do you think some parents are kind of hostile towards Montessori for not allowing "imaginative play" or "creative play"? It seems like they have this image of Montessori as being grim or forcing kids to sit at desks and do paperwork.

I don't have a ton of experience in this, but the one preschool Montessori classroom I observed with 2 and 3 year olds seemed very happy, peaceful, and focused. Quite different from the cluttered and kind of chaotic atmospheres I saw at other preschools.