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Comparison of Montessori and Traditional
                     Education

        Traditional Approach                        Montessori Approach

emphasis on rote knowledge and social      emphasis on cognitive structures and social
development                                development

teacher's role is dominant and active;      teacher's role is unobtrusive; child actively
child is a passive participant             participates in learning

teacher is primary enforcer of external    environment and method encourage
discipline                                 internal self-discipline

individual and group instruction           individual and group instruction adapts to
conforms to the adult's teaching style     each student's learning style

same age grouping                          mixed age grouping

most teaching done by teacher and          children encouraged to teach, collaborate,
collaboration is discouraged               and help each other

curriculum structured with little regard   child chooses own work from interests and
for child's interests                      abilities
child is guided to concepts by teacher            child formulates concepts from self-
                                                   teaching materials

 child usually given specific time for             child works as long as s/he wants on
 work                                              chosen project

 instruction pace set by group norm or             child sets own learning pace to internalize
 teacher                                           information

 errors corrected by teacher                       child spots own errors through feedback
                                                   from material

 learning is reinforced externally by              learning is reinforced internally through
 rewards and discouragements                       child's own repetition of activity, internal
                                                   feelings of success

 few materials for sensory, concrete               multi-sensory materials for physical
 manipulation                                      exploration development

 little emphasis on instruction on                 organized program for learning care of self
 classroom maintenance                             and self-care environment

 child assigned seat; encouraged to sit            child can work where s/he is comfortable,
 still and listen during group sessions            moves and talks at will (yet doesn't disturb
                                                   others); group work is voluntary and
                                                   negotiable

 voluntary parent involvement, often only          organized program for parents to
 as fundraisers, not participants in               understand the Montessori philosophy and
 understanding the learning process                participate in the learning process




To know more on Smart Interactive Learning for your child, Call: 905.569.1000

Connect with us:




    3050, Unit 1-3, Artesian Drive, Mississauga, Ontario L5M 7P5, Intersection of Winston Churchill & 403
             TEL 905.569.1000 FAX 905.569.1050, email address: montessoriworks@bellnet.ca

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Comparison of montessori & traditional education

  • 1. Comparison of Montessori and Traditional Education Traditional Approach Montessori Approach emphasis on rote knowledge and social emphasis on cognitive structures and social development development teacher's role is dominant and active; teacher's role is unobtrusive; child actively child is a passive participant participates in learning teacher is primary enforcer of external environment and method encourage discipline internal self-discipline individual and group instruction individual and group instruction adapts to conforms to the adult's teaching style each student's learning style same age grouping mixed age grouping most teaching done by teacher and children encouraged to teach, collaborate, collaboration is discouraged and help each other curriculum structured with little regard child chooses own work from interests and for child's interests abilities
  • 2. child is guided to concepts by teacher child formulates concepts from self- teaching materials child usually given specific time for child works as long as s/he wants on work chosen project instruction pace set by group norm or child sets own learning pace to internalize teacher information errors corrected by teacher child spots own errors through feedback from material learning is reinforced externally by learning is reinforced internally through rewards and discouragements child's own repetition of activity, internal feelings of success few materials for sensory, concrete multi-sensory materials for physical manipulation exploration development little emphasis on instruction on organized program for learning care of self classroom maintenance and self-care environment child assigned seat; encouraged to sit child can work where s/he is comfortable, still and listen during group sessions moves and talks at will (yet doesn't disturb others); group work is voluntary and negotiable voluntary parent involvement, often only organized program for parents to as fundraisers, not participants in understand the Montessori philosophy and understanding the learning process participate in the learning process To know more on Smart Interactive Learning for your child, Call: 905.569.1000 Connect with us: 3050, Unit 1-3, Artesian Drive, Mississauga, Ontario L5M 7P5, Intersection of Winston Churchill & 403 TEL 905.569.1000 FAX 905.569.1050, email address: montessoriworks@bellnet.ca