Montessori Terms

Montessori Terms

It is our opinion that one of the problems people have with either placing their children in a Montessori program, or in running a Montessori classroom is the misunderstanding of our terms. We believe that this is because most of the terms used in Montessori programs are terms that Maria used in her lectures and writings almost a hundred years ago. These terms, were then translated into English at the turn of the century and often do not carry the same meanings or implications today that they did when they were first used.

Keeping this in mind, We have written a list of terms, that we feel are most often misunderstood. If you feel that we have left any out, or that we have given the wrong definition to any of them, please feel free to contact us at:

montesstea-sheehymontessori@yahoo.com

normalized- When a classroom of children are all self motivated, on task and working as they would if there were no outside influences to distract them.

Sensitive Period - A special time in a child's life when he easily learns a particular skill if he is allowed to practice it exhaustively during this time. She referred to it as, ". . . a passing impulse or potency." Her theory of sensitive periods is now confirmed by scientists and even the popular culture, with Time magazine calling it "Windows of Opportunity

Fantasy- This is one of the most misunderstood terms there is. In today's society we us the word "fantasy" almost as a synonym for the word "imagination" and so when Montessorians refer to fantasy as a problem, we naturally have problems with the concept. But we feel that a better definition for the word would be "day dreaming" or "not focusing".

Observation- Montessorians watch their students and say to themselves, "What does she know?" "What is she having problems with?" "What is the next logical step that I need to set up to help this student master this concept?" They do not say, "It is October 4th. It is third grade, so I will teach this."

Individual Liberty-Chidren have the ability to move around and make choices about which materials they will use, where they will use the material and when they will do a job. Individual Liberty is not to be confused with "license" which is the ability to behave anyway they please or to choose to not work.

Preparation of the Environment- A classroom that has all the materials for every lesson that a child in that classroom will need for that day. The lessons, (Which are often called jobs or works because we teach our students that everybody has a job, and at this moment in their lives their most important job is to learn.), with all the materials that they will need for that lesson are neatly organized in a box, basket or tray and placed so that the children can easily access and work with them.

The following are not actual Montessori terms, but terms often used in conjunction with Montessori Schools

"at their own pace"- When a child is working on material that is challenging to them, but not to the point of frustration. A bright child who is not working because they are lazy or distracted is NOT working at his own pace.

"without grades"- This seems up to the interpretation of each individual program. Some programs see it as... children aren't limited to the work of a specific grade, therefore a child who is in 4th grade, yet is interested and capable of doing what is considered 8th grade work, should be allowed to do it. Sometimes these schools do not even put children in grades, just in classrooms according to their age, (preprimary, primary, lower elementary, upper elementary, ...) Other schools look at it as the children aren't evaluated. There aren't any A's, B's... Children work towards mastery and then move on. You need to ask which interpretation each school uses. (Some use both.)

"without books" - Waldorf Education (another alternitive form of education that is based on the writings of Rudorf Steiner and often confused with Montessori) does not use books of any kind in the lower grades and chooses to make their own books (called main lesson books) in the higher grades. This is in contrast to most Montessori programs which do not use TEXT BOOKS, opting instead to use "real books" and materials for their research.