differences

Traditional

1.Teacher-centered class.
2.Large teacher-pupil ratio
3.Child succeeds or fails
based on his/her ability
to grasp concepts at the
group pace.
4.Child is unable to excel
beyond the group norm.
5.Teacher is center
of attention.
6.Teacher acts as primary
enforcer of discipline.
7.Mainly group
instruction.
8.Same age grouping.
9.Most teaching done
by teacher.
10. Curriculum structured
for child.
11.Teacher is source of
concept discovery.
12. Child generally allotted
certain time for work.
13. Instruction pace usually
set by group norm.
14. Errors usually pointed out
by teacher.
15. Learning is reinforced
externally by repetition
and letter grades.
16. Few materials for sensory
exploration, emphasis on
worksheets.
17. No organized program for
self-care instruction – left
primarily to parents.
18.Child usually assigned
own chair and required
to participate, sit still and
listen to group lessons.

Still Not Satisfied?

The goal of both a Montessori and a traditional classroom is the same: to provide learning experiences for the child. The biggest difference lies in the kind of learning experiences each type of school provides and the method each uses to accomplish this goal.

Montessori educators believe both differences are important because they help shape what a child learns, their work habits and their future attitude about themselves and the world around them.

Building Tomorrows

Future Today

Montessori

1.Child-centered class
2.Small teacher/
pupil ratio.
3.Children can only succeed because they do not move forward in the learning sequence until he/she masters each prior step.
4. Child can excel far
beyond the group
norm if he/she is
ready and capable.
5.Teacher is a
facilitator/guide.
6. Environment and
method encourage self-discipline.
7.Mainly individual
instruction.
8.Mixed age groupings.
9.Grouping encourages children to teach and
help each other.
10. Child chooses own
work with teacher
guidance within
prepared
environment.
11. Child discovers own
concepts through
guidance by teacher.
12. Child works as long
as he/she chooses
on a specific project.
13. Child sets own
learning pace and
develops the ability
to budget own time.
14. Child spots own error
from feedback of
material.
15. Child reinforces own
learning by repetition
of work and internal
feelings of success
and desire of more
advanced work.
16. Multi-sensory
materials for
physical exploration.
17.Organized program
for learning care of
self and environment.
18.Group work can
be voluntary.

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