Montessori for the New Millennium: Practical Guidance on the Teaching and Education of Children of All Ages, Based on A Rediscovery of the True Principles and Vision of Maria Montessori PDF
Preview Montessori for the New Millennium: Practical Guidance on the Teaching and Education of Children of All Ages, Based on A Rediscovery of the True Principles and Vision of Maria Montessori
Montessori for the New Millennium Dr. Maria Montessori, founder of the world-wide Montessori movement. Born August 31, 1870, Chiaravalle, Italy. Died May 6, 1952, Noorkwijk, Holland. The first woman in Italy to qualify as a doctor of medicine and Nobel Peace nominee. Montessori for the New Millennium Practical guidance on the teaching and education of children of all ages, based on a rediscovery of the true principles and vision of Maria Montessori Roland A. Lubienski Wentworth © Original text copyright Felix Lubienski Wentworth All texts quoted from published material of Dr. Maria Montessori, and photographs of her, © copyright, reproduced by kind permission of Association Montessori Internationale, Amsterdam, Netherlands. Photographs of Montessori material kindly supplied by Nienhuis Montessori B. V, Zelhem, Netherlands Copyright © 1999 by Lawrence Erlbaum Associates, Inc. All rights reserved. No part of this book may be reproduced in any form, by photostat, microfilm, retrieval system, or any other means, without prior written permission of the publisher. Lawrence Erlbaum Associates, Inc., Publishers 10 Industrial Avenue Mahwah, NJ 07430 Cover design by Kathryn Houghtaling Lacey Library of Congress Cataloging-in-Publication Data Wentworth, Roland A. Lubienski. Montessori for the new millennium / by Roland A. Lubienski Wentworth. p. crn. Includes bibliographical references and indexes. ISBN 0-8058-3136-3 (cloth : alk. paper) 1. Montessori method of education. I. Title. LB1029.M75W46 1998 98-21723 371.39’2—dc21 CIP Books published by Lawrence Erlbaum Associates are printed on acid-free paper, and their bindings are chosen for strength and durability. The final camera copy for this book was prepared by the author, and therefore the publisher takes no responsibility for consistency or correctness of typographical style. This book is dedicated to the author’s two grandchildren, Marc and Annabel, who represent the future generations for whom it was written. The great help provided by Marc in the preparation of the text for publication is gratefully acknowledged. Grateful thanks to Miss Alexandra Eversole, Headmistress for Gatehouse School, London, for permission to photograph in the school. Errata In the dedication: ‘of’, not ‘for’ Gatehouse Page 47, para.2, linel: delete ‘be’ Page 97, para.2, line 11: insert ‘to’ before ‘meet’ Caption facing page 110: add an ‘e’ to ‘International’ Page 111, para.2, line 13: ‘giving them what they need’ Page 116 page heading: delete ‘Index’, reposition ‘116’ Page 121, para.1, line 1: ‘songs’ CONTENTS BIOGRAPHICAL NOTE INTRODUCTION I . PRINCIPLES OF THE MONTESSORI SYSTEM Montessori’s concept of the purpose of education. Scientific basis of educational technique. The heritage of Itard and Seguin expanded to embrace the whole field of education. Two fundamental concepts: deviations and normalization. Montessori’s call to other educationalists to continue the educational research she started. The role of environment and its meaning. 2. THE NEW ENVIRONMENT The educational environment should provide conditions favorable to children’s spontaneous activity. Characteristics of Montessori-oriented materials. Suggestions for teaching particular subjects. Importance of physical movement in the learning process. 3. CREATIVITY AND STRUCTURE Observation of free, unrestrained children led Montessori to discover their instinctive urge to become independent of the adult’s help. The action of adult educators cannot reach the center of the children’s learning functions, only the periphery, by providing suitable conditions for learning. The most important task of the teacher is to get the children interested. Movement should accompany and stimulate the work of the brain. Three main phases of children’s development. The education of “Earth-children.” Details of the educational program should be worked out within the framework of Montessori guidelines, but must be supplemented by experience. Planning and structure must be in conjunction with creativity and freedom of expression. The Montessori system is not a catalogue of established materials and teaching procedures, but a collection of correlated ideas, open to checking and improvement. Common misconceptions about the Montessori system. Importance of keeping in touch with other educational systems and trends, and accepting sensible ideas from outside. 4. FREEDOM AND DISCIPLINE Montessori’s answer to the discipline problem: give the child interesting, stimulating work. Mischievous, disruptive behavior cannot be tolerated. Creativity as a way of counteracting destruction. Dreikurs’ three sources of children’s’ misbehavior and corresponding remedies. “Logical” consequences of disruption. The problem of hyperactive children. Troubles with noise. Collective misbehavior in groups of non- normalized children. Where compromises have to be made with children, parents, and the head of the school. Ways of silencing a noisy group. How to help children concentrate. Physical exercise on a rainy day. Moral influence through group meeting. 5. TEACHER AND CHILDREN Spiritual preparation of the teacher. The teacher’s “10 commandments.” The algebra of the teacher’s duties by Hélène Lubienska de Lenval. The teacher is like a salesman of educational ware. Dos and Don’ts. Marks and awards make children learn for the wrong reason and evaluate achievement, not effort. The educational value of children’s meetings. The meeting’s decisions should respect the interests of minority groups. Children’s spontaneous organization to be encouraged. Suggestions for a timetable in a small school. Other suggestions. The teacher’s role in forming the children’s character. 6. OTHER EDUCATORS The teacher and the aide. People who supervise and train the teachers. The role of parents in the school. Failings of some parent cooperative schools. Need for collaboration by all people concerned with children’s education. 7. FURTHER REFLECTIONS Montessori and the open classroom. Education of adolescents: the Erdkinder. Montessori-like education at Forest School, England. Fundamental ideas of the Montessori system: positive attitude, and spiritual freedom. Montessori’s vision of humanity transformed by the love of work. 8. EPILOGUE Montessori’s vision of the world changed by the guidance of the child. APPENDIX Suggestions concerning main items of indoor and outdoor equipment in a Montessori elementary school. Areas devoted to special subjects. Other items. INDEX ENDNOTES Dr. Roland A. Lubienski Wentworth, PhD. Bom July 22, 1900, Krakow, Poland. Died May 30, 1997, London, England. Disciple and personal friend of Maria Montessori. Inventor of the Lubienski “Maths Alive!” system for teaching mathematics the Montessori way. Biographical Note on Roland Lubienski Wentworth
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