How It Has Affected Philippine Education And Beyond

The Montessori Method advocates child based teaching, letting the students take control of their own educationdetailsonline . In E.M Standing’s The Montessori Revolution in Education, Standing says that the Montessori Method “is a method based on the principle of freedom in a prepared environment”(5). Studies done on two groups of students of the ages of 6 and 12 comparing those who learn in a Montessori to those who learn in a standard school environment show that despite the Montessori system having no grading system and no obligatory work load.

It does as well as the standard system in both English and social sciences; but Montessori students do much better in mathematics, sciences, and problem solving. The Montessori system allows for students to be able to explore their interests and curiosity freely. Because of this the Montessori system pushes students toward the active pursuit of knowledge for pleasure, meaning that students will want to learn and will find out about things that interest them simply because it is fun to do so.
Maria Montessori started to develop what is now known as the Montessori Method of education in the early twentieth century.

The Montessori Method focuses on the relations between the child, the adult, and the environment. The child is seen as an individual in development. The Montessori system has an implied notion of letting the child be what the child would naturally be. Montessori believed the standard education system causes children to lose many childish traits, some of which are considered to be virtues. In Loeffler’s Montessori in Contemporary American Culture, Loeffler states that “among the traits that disappear are not only untidiness, disobedience, sloth, greed, egoism, quarrelsomeness, and instability, but also the so-called ‘creative imagination’, delight in stories, attachment to individuals, play, submissiveness and so forth”. Because of this perceived loss of the child, the Montessori system works to enable a child to naturally develop self-confidence as well as the ability and willingness to actively seek knowledge and find unique solutions to problems by thinking creatively. Another important difference in how children learn in the Montessori system is that in the Montessori system a child has no defined time slot in which to perform a task. Instead the child is allowed to perform a task for as long as he wants. This leads children to have a better capacity to concentrate and focus on a single task for an extended period of time than children have in the standard education system.

The role which the adult or teacher has in the Montessori system marks another fundamental difference between the Montessori s Method and the standard education system. With the Montessori Method the adult is not meant to constantly teach and order the student. The adult’s job is to guide the child so that the child will continue to pursue his curiosities and develop his or her own notions of what is real, right, and true. Montessori describes the child as an individual in intense, constant change. From observation Montessori concluded that if allowed to develop by himself, a child would always find equilibrium with his environment, meaning he would learn not to mistreat others, for example, and to interact positively with his peers. This is important because it leads to one of the Montessori Method’s most deep-seated ideas, which is that adults should not let their presence be felt by the children. This means that although an adult is in the environment with the students, the adult does not necessarily interact with the students unless the students ask the adult a question or request help. Furthermore, the adult must make it so that the students do not feel like they are being observed or judged in any way. The adult can make suggestions to the children, but never orders them or tells them what to do or how to do it. The adult must not be felt as an authority figure, but rather almost as another peer of the children.

The consequence of this, not surprisingly, is that a lot less ‘work’ gets done by the students. Nevertheless, the students’ development is dramatically better in the Montessori system than in a standard education system. But how can students who have no obligation to do any work possibly compete with students who are taught in the standard system and do much more work in class and at home? I believe the answer lies in that while students taught in the standard way are constantly being pushed towards disliking school and doing things mechanically without really thinking about it, Montessori students are led to actively explore their interests and enjoy doing so. Furthermore, Montessori students are constantly engaged in cognition. They are continuously learning to think in different ways and creating solutions to problems from scratch, as opposed to students in the standard method of education who only solve problems with the tools or information that the teacher gives them to use.

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