Montessori education
Montessori education is the cornerstone of our school concept.
Maria Montessori places the child at the centre of a holistic educational concept. The age-related and individual needs of the child, fluctuations in receptivity during sensitive phases, activities that are driven by experience and interests as well as the child's striving for independence are all part of this educational approach.
Self-directed and activity-based learning corresponds to the primary school child's need to acquire his or her own concrete experiences. The knowledge and principles gained from these experiences will then be transferred to other contexts.
The following often quoted text expresses the child's fundamental needs:
"Help me to do it myself! Show me how to do it. Don't do it for me. I can and want to do it on my own. Have the patience to understand my approach. It may take longer and I may need more time because I want to make several attempts. Allow me to make mistakes. After all, I can learn from them." Maria Montessori
Children need freedom in order to develop their personality, says Maria Montessori. Our so-called "prepared environment" provides the framework for the daily free working sessions. On shelves in the classroom the children find extensive work and development materials clearly arranged by subject. The children can choose their own learning materials and, after introductory guidance from the teacher, work on them at their own pace.
However, the freedom is not limitless. Once a child has started a piece of work, he or she is also responsible for its completion. Clear and binding work rules apply so that each child can pursue his or her work interests and independently selected tasks undisturbed. The children themselves have formulated a number of rules for individual and partner projects. "We move quietly in the classroom. We speak quietly. We don't disturb others while they are working and we show consideration. We put the work materials back in their place after use".
One task of the teacher is to ensure a calm working atmosphere so that the "polarisation of attention" described by Montessori, a deeply concentrated attitude to the work a child is doing, can develop. The teacher is also available for individual support and advice when children signal that they need help or want to get to know new materials. He or she keeps an eye on the individual learning progress of the children and prepares appropriate activities.
The age mix is the basis for social education. In our classrooms children from different age groups have lessons together. The children learn with and from each other. In the prepared environment they find work materials that meet the requirements of their individual year group. Competitive thinking and rivalry take a back seat, and respect for the performance of the individual and consideration for personal characteristics are fostered.
The concept of holistic education which Montessori developed later connects all subject areas with each other. With Montessori's cosmic stories we stimulate thinking in contexts, in that: "The teaching of individual details means creating confusion. Establishing the relationship among things means imparting insights." Maria Montessori.
Maria Montessori places the child at the centre of a holistic educational concept. The age-related and individual needs of the child, fluctuations in receptivity during sensitive phases, activities that are driven by experience and interests as well as the child's striving for independence are all part of this educational approach.
Self-directed and activity-based learning corresponds to the primary school child's need to acquire his or her own concrete experiences. The knowledge and principles gained from these experiences will then be transferred to other contexts.
The following often quoted text expresses the child's fundamental needs:
"Help me to do it myself! Show me how to do it. Don't do it for me. I can and want to do it on my own. Have the patience to understand my approach. It may take longer and I may need more time because I want to make several attempts. Allow me to make mistakes. After all, I can learn from them." Maria Montessori
Children need freedom in order to develop their personality, says Maria Montessori. Our so-called "prepared environment" provides the framework for the daily free working sessions. On shelves in the classroom the children find extensive work and development materials clearly arranged by subject. The children can choose their own learning materials and, after introductory guidance from the teacher, work on them at their own pace.
However, the freedom is not limitless. Once a child has started a piece of work, he or she is also responsible for its completion. Clear and binding work rules apply so that each child can pursue his or her work interests and independently selected tasks undisturbed. The children themselves have formulated a number of rules for individual and partner projects. "We move quietly in the classroom. We speak quietly. We don't disturb others while they are working and we show consideration. We put the work materials back in their place after use".
One task of the teacher is to ensure a calm working atmosphere so that the "polarisation of attention" described by Montessori, a deeply concentrated attitude to the work a child is doing, can develop. The teacher is also available for individual support and advice when children signal that they need help or want to get to know new materials. He or she keeps an eye on the individual learning progress of the children and prepares appropriate activities.
The age mix is the basis for social education. In our classrooms children from different age groups have lessons together. The children learn with and from each other. In the prepared environment they find work materials that meet the requirements of their individual year group. Competitive thinking and rivalry take a back seat, and respect for the performance of the individual and consideration for personal characteristics are fostered.
The concept of holistic education which Montessori developed later connects all subject areas with each other. With Montessori's cosmic stories we stimulate thinking in contexts, in that: "The teaching of individual details means creating confusion. Establishing the relationship among things means imparting insights." Maria Montessori.
